Lesson 2 - Circus Outcast Characterisation
Victorian Circus: Movement, Character and Social Commentary
•Year 5
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can movement and expression help us understand the prejudices faced by circus performers in 1850s society?
Learning Objectives
- To develop character movements that reflect 19th Century social attitudes towards 'outcasts'
- To create and perform movement motifs with clear changes in level and speed
- To work collaboratively to show relationships between circus characters through dance
Key Outcomes
- Students will perform in character as 19th Century circus outcasts using exaggerated movements
- Students will create motifs showing different relationships between marginalised characters
- Students will evaluate performances using dance vocabulary and demonstrate respect for different abilities
Equipment & Resources Required
Positioned where all students can hear clearly
Alternative: iPad with speaker, laptop with speakers
Pre-selected tracks with clear start/stop points
Alternative: Classical music, dramatic instrumental pieces
For recording outcast adjectives and success criteria
Alternative: Large paper sheets, tablet for displaying
Different colours for categorising adjectives
Alternative: Chalk for blackboard, digital stylus
Define performance area boundaries and partner spaces
Alternative: Spots, bean bags, tape marks
Key Vocabulary
A short sequence of 2-3 movements that can be repeated and developed
Playing a role through movement, expression and gesture
Someone rejected by society, often unfairly in the 1850s
Performing the same movements but starting at different times
Performing movements together at exactly the same time
The height of movements - high, medium, or low
Using face and body to show emotions and character
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body control and balance
- Simple frozen positions and gestures
- Understanding of historical context from previous lesson
Current Skills
- Character development through movement
- Creating and extending movement motifs
- Partner work and relationship building through dance
Next Steps
- Complex circus routines with multiple characters
- Group choreography incorporating audience interaction
- Advanced performance skills with costume and staging
Milestone Indicators
Key Teaching Points
- Historical prejudice was unfair - emphasise this throughout to avoid reinforcing stereotypes
- Movement quality more important than exact replication - focus on expression and character
- Partner work requires compromise and cooperation - support students in developing these skills
- Level and speed changes should be obvious and controlled for maximum dramatic effect
- Character development through movement builds empathy - connect physical experience to understanding
- Respectful language essential when discussing differences and disabilities
- Performance is about communication, not perfection - encourage risk-taking and creativity
Common Misconceptions
- That people were 'outcasts' because they were actually different or wrong - emphasise societal prejudice
- That circus people were unhappy - explain how they found community and purpose
- That movements need to be realistic rather than theatrical and exaggerated
- That partner work means doing identical movements - explain unison vs individual character work
- That discussing historical prejudice means it was acceptable - consistently reinforce that it was unfair
SEN Adaptations
ADHD
- Regular movement breaks built in, clear boundaries, immediate positive feedback
dyspraxia
- Simplified movement patterns, extra practice time, step-by-step breakdown of sequences
autism spectrum
- Clear structure with visual schedule, quiet space available if needed, predictable routine
visual impairment
- Detailed verbal descriptions of movements, tactile guidance for positioning, partner support for spatial awareness
hearing impairment
- Visual demonstrations of all movements, written instructions available, visual cues for timing
physical disability
- Adapted movements using available mobility, seated versions of activities, focus on upper body expression
Cross-Curricular Links
English
Vocabulary development, describing character and emotion, empathy through literature
History
Victorian society, social hierarchies, treatment of minorities and disabled people in 19th century
PSHE
Diversity and inclusion, understanding prejudice, developing empathy and respect
Teacher Guidance
Positioning
Move around room to observe all pairs, position near discussions to monitor language
Observation Focus
Character development, partner cooperation, respectful language about differences
Intervention Points
Step in if inappropriate language used, support students struggling with emotional content
Demonstration Notes
Use clear, exaggerated movements to show character differences, model respectful discussion of sensitive topics
Verbal Cues
- •'Stay in character!'
- •'Show me through your movement!'
- •'Remember, these were unfair judgements by society!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space, suitable for partner work and group movement
Surface Check
Non-slip surface essential, check for any obstacles or hazards before lesson
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Space markers placed to avoid tripping hazards
- •Whiteboard/flipchart stable and secure
Risk Management
Key Risks
- •Collisions during partner work
- •Falls during level changes
- •Emotional upset from discussing prejudice and exclusion
Risk Mitigation
- •Clear boundaries established for all movement work
- •Supervised partner work with adequate spacing
- •Sensitive handling of historical content with emphasis on unfairness of prejudice
- •Teacher monitoring for emotional responses and providing support
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all partnerships
- •Monitor language use during discussions about differences
- •Watch for safe execution of level changes and frozen positions
Emergency Procedures
Stop activity immediately if any student distressed, first aid available for minor injuries, pastoral support for emotional responses