Lesson 5 - Circus Performance with Props and Apparatus
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 props and apparatus transform our circus performance and help us embody different characters?
Learning Objectives
- To consolidate circus performance skills using props and apparatus to extend characterisation
- To incorporate changes of level and speed into circus sequences
- To evaluate and improve performance quality through peer assessment
Key Outcomes
- Students will perform in character as circus performers using appropriate props
- Students will demonstrate changes in level, speed and expression in their sequences
- Students will provide constructive feedback to improve group performances
Equipment & Resources Required
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
Key Vocabulary
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
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic circus performer movements and characterisation
- Understanding of unison and canon
- Simple sequences with clear beginning and end
Current Skills
- Using props and apparatus to enhance performance
- Incorporating changes of level and speed
- Group coordination and timing
Next Steps
- Complex circus narratives with multiple characters
- Advanced prop manipulation techniques
- Choreographed group performances with intricate formations
Milestone Indicators
Key Teaching Points
- Props and apparatus should enhance character, not replace it - the performer remains the focus
- Safety with equipment is non-negotiable - establish clear handling rules from the start
- Changes of level and speed must be obvious and feel natural within the character
- Group collaboration requires active listening and compromise - model this throughout
- Peer assessment should be constructive and specific - teach the language of good feedback
- Character consistency is key - students should never 'break character' during performance
- Video assessment provides valuable learning opportunities - use pause and replay strategically
Common Misconceptions
- That props are more important than character - emphasise that equipment supports, not leads the performance
- That bigger/more props equals better performance - teach that thoughtful selection is more effective
- That feedback should focus on mistakes - model how to give positive, growth-focused suggestions
- That level and speed changes should be extreme - show how subtle variations can be very effective
- That group work means everyone does the same thing - celebrate diverse contributions within unity
- That performance anxiety means poor ability - build confidence through supportive environment and practice
SEN Adaptations
ADHD
- Clear start and stop signals, frequent movement opportunities, simplified choices for prop selection, regular positive reinforcement and clear expectations
dyspraxia
- Larger, easier to handle props, simplified movement sequences, extra practice time with equipment, buddy support for coordination challenges
autism spectrum
- Visual schedule showing lesson structure, quiet space available if needed, clear routine for equipment selection and use, predictable group formations
visual impairment
- Use textured props for tactile identification, provide clear verbal descriptions of all visual demonstrations, ensure bright lighting and high contrast equipment where possible
hearing impairment
- Visual cues and hand signals for all instructions, written prop selection cards, ensure clear line of sight to teacher demonstrations at all times
physical disability
- Adapted props suitable for different mobility levels, seated performance options, modified apparatus use or alternative prop manipulation methods
Cross-Curricular Links
English
Speaking and listening skills during peer assessment, descriptive vocabulary for character development, performance confidence building
Art
Understanding of visual composition and use of space, creativity in prop selection and character expression
Music
Rhythm and timing in group performances, understanding tempo changes (speed variations), listening skills for instruction following
PSHE
Collaboration and teamwork, giving and receiving constructive feedback, building confidence and self-esteem through performance
Teacher Guidance
Positioning
Central position during warm-up, circulating during development, corner position during performances for full visibility
Observation Focus
Character consistency, safe equipment use, group collaboration, and integration of lesson objectives
Intervention Points
Step in if equipment used unsafely, groups struggling with collaboration, or students losing focus on objectives
Demonstration Notes
Use exaggerated movements for visibility, involve students in demonstrations, model both correct technique and common mistakes for clarity
Verbal Cues
- •'Remember your character!' when students lose focus
- •'Safety first with equipment!' if handling becomes careless
- •'Show me that level change!' to prompt specific requirements
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space, clear of obstacles and with adequate ceiling height
Surface Check
Non-slip surface, dry and even flooring checked before lesson
Equipment Safety
Safety Checks
- •All apparatus inspected before use - no cracks or damage
- •Props checked for wear and tear, especially scarves and hoops
- •Benches positioned away from walls and other apparatus
- •Mats placed securely and not overlapping
Risk Management
Key Risks
- •Collisions during group movements
- •Falls from apparatus or during level changes
- •Equipment misuse or unsafe handling
- •Overexcitement leading to loss of control
Risk Mitigation
- •Clear boundaries established with visual markers
- •Explicit safety rules for each piece of equipment
- •Adequate spacing between groups maintained throughout
- •Teacher positioned for maximum visibility of all activities
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups simultaneously during development work
- •Circulate actively during prop exploration phase
- •Monitor apparatus use closely, especially benches and hoops
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route maintained