Victorian Circus: Movement, Character and Social Commentary
•Year 5
•Dance
•Distributed around performance area perimeter for easy access
Alternative: Benches, mats, hoops, cones, or any available PE equipment
Placed in central collection point for group selection
Alternative: Scarves, ribbons, small balls, bean bags, or improvised items
Positioned to capture whole class performance area
Alternative: Mobile phone or any recording device
Placed where all students can hear clearly but not obstructing movement
Alternative: Portable speaker connected to device
Mark clear performance area boundaries for safety
Alternative: Spots, bean bags, or painted lines
Showing the personality and traits of your circus performer through movement and expression
Objects used to enhance and support the performance, such as scarves, hoops, or balls
Equipment like benches, mats, or hoops that circus performers use in their acts
When performers do the same movement but start at different times, creating a wave effect
When all performers do the same movement at exactly the same time
The height of movements - high (jumping, reaching up), medium (standing), low (crouching, floor work)
Smooth transitions between movements with no stops or jerky motions
Understanding where pupils are coming from and where they're going
Speaking and listening skills during peer assessment, descriptive vocabulary for character development, performance confidence building
Understanding of visual composition and use of space, creativity in prop selection and character expression
Rhythm and timing in group performances, understanding tempo changes (speed variations), listening skills for instruction following
Collaboration and teamwork, giving and receiving constructive feedback, building confidence and self-esteem through performance
Central position during warm-up, circulating during development, corner position during performances for full visibility
Character consistency, safe equipment use, group collaboration, and integration of lesson objectives
Step in if equipment used unsafely, groups struggling with collaboration, or students losing focus on objectives
Use exaggerated movements for visibility, involve students in demonstrations, model both correct technique and common mistakes for clarity
Minimum 15m x 20m hall space, clear of obstacles and with adequate ceiling height
Non-slip surface, dry and even flooring checked before lesson
Stop signal established, first aid kit accessible, clear evacuation route maintained
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