Date: – Explore movements to create and present

28/11/17                           Time: 1:45pm                    Duration: 1 hour       
Venue: Gym
Type: Cha-cha-cha/ basic jazz         Level:9-11
No. of
attendees: Approximately 20                      

(teacher’s intentions)
Students perform basic cha-cha and jazz movements to
music, building rhythm to two styles
Build confidence, expression and creativity
Co- ordinate and switch from different quick and slow
Convey an understanding of the cha-cha style and
–       Recognise that
children develop at different rates and in different ways.
–       Know the children.
Find out what they can do, watch how they move and plan accordingly.
–       Make sure everyone in
the class understands and agrees with the rules for taking part and that they
share responsibility for safety (emotional and physical).
–       Communicate with
careful and sensitive choice of language. For instance, if there is a child
with impaired mobility, the children could be asked to move around rather
than walk around the space.
–       Value the process of
creating dance. Focus on the quality of movement and on performing with good
focus. Give the children ownership of the work and respect individuality.
–       Adapt tasks to
provide challenge for every individual and so that each can achieve success.

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you intend participants to achieve during the class)
Explore movements to create and present cha-cha, developing
rhythmic skills and technique
Taking part in a new dance style, demonstrating awareness
of different dance techniques
Recognise specific rhythm and beats within music, ‘quick’
and ‘slow’ using stamping and clapping along to the counts
Clapping while executing movement to the beat also helps
co-ordination doing two things at once
Perform movements that travel, turn and use different
Be able to listen to lyrics in the music and execute what
they’re saying

and equipment required:
Pictures of cha-cha dancers/ Cuba
Warm up (hat dance) (please don’t stop the music/ Rihanna)
Routine (clap snap / Icona pop)
Cool down (frozen/ let it go)
Posters of cha-cha dancers to present before the class
starts to give participants a sense of awareness
Props- scarfs/ ribbons

method: (how each learning outcome will be assessed)
Questions at the end of class eg .(“where is cha-cha
first originated from?”- Cuba/mambo).. (“What is the cha-cha rhythm, can you
clap it for me?”)
Observe children’s ability to move to the beat and
correctly clap the rhythm
Appropriate feedback based on final performances in

differentiation/ extension tasks: (ideas of how to adapt a task/ part of
lesson for differing abilities)
Come up with own pose
Option of using hips
Open basic (step, together, together, step) (slow, quick,
quick, slow) insert twist if capable
–       Action
content of the task (e.g., select actions from the routine to explore and
create a sequence)
–       Spatial
content of the task (e.g., all stay on the spot, most also add a change of
level, some also travel across the space)
–       Group
size (some children may find it easier to work in a smaller group or with a
–       Choreographic
complexity (e.g., “Now that you have the rhythm, can you add in the twist?”)
–       Performance
skills (e.g., “All of you will work on timing, and focus “)(clapping)
–       Level of instruction



Teaching content


10 minutes
45 minutes
5 minutes

Before starting-
Hair tied up before starting
Bags out of the way
Appropriate footwear-trainers
First aid pack (risk assessment)
Gone to the toilet
Water breaks- make sure all participants have water
Warm Up
Hat dance
One child puts a hat on and all participants
dances around the room to music, doing the open basic which will be taught
before the game starts. The children start passing the hat by putting it on
someone else’s head. When the music is stopped the person with the hat on is
‘out’ and that participant then gets to stop the music to keep them involved.
Roll down the spine
Isolations- head, shoulder, wrist and ankle
Lunges across floor
Reaching and bending up, over, forward and
Large arm swings
Routine (Main Body)
(Short brief history) Cha-cha is a
Latin dance which existed in Cuba. The cha-cha-cha is created from the mambo.
The count is slow- quick- quick- slow.
Step clap (jazz) RF step LF touch with clapping
on the touch (8 counts)
Open basic cha-cha (R step, together, together,
L step) (8 counts)
Step clap (jazz) RF step LF touch with clapping
on the touch (8 counts)
Open basic cha-cha (R step, together, together,
L step) (8 counts)
Lyrics ‘clap clap’ – clap to the right side,
clap under the right leg
Lyrics ‘clap snap’ – clap to the left side and
snap fingers
Lyrics ‘clap clap’ -2 claps to the right side
Lyrics ‘clap snap’ – clap to the left side and
snap fingers
Step together step touch (R step, L touch
together, R step, L touch together) Step together step touch (L step, R touch
together, L step, R touch together)
Spin round slowly and pause (4 counts)
Crush movement with the right hand (4 counts)
Right arm and Right foot tap half turn (4
Box step quarter turn (4 counts)
Running man (4 counts)
Box step quarter turn (4 counts)
Open basic (4 counts)
Step together step touch (R step, L touch
together, R step, L touch together) Step together step touch (L step, R touch
together, L step, R touch together)
Split into groups
Do full routine and add on 8 counts which must
include open basic cha-cha and create an end pose
Must include their scarf/ribbon in routine to
motivate creativity eg. Writing their names, making a shape to embed basic education
Cool down
Roll down the spine
Thigh stretch (holding one leg)
Shoulder rolls
Side stretches
Walk around shaking muscles
Climb The Ladder
Children stand with feet slightly apart.
Move arms and legs up and down as if climbing a
ladder to the sky.
Climb a ladder for 20 – 30 steps.
Follow The Leader
Choose a leader to lead some slow, cool-down
Walk on the spot, moving arms in a gentle
swinging motion.
Touch shoulders with hands, then reach up over
head. Repeat five times.
Skip slowly on the spot.
Skip side to side.
Jump or hop on the spot.
 (, 2018)

-Make sure child passes the hat gently.
– Make sure all participants are executing the open basic cha-cha
as this will help with the main body
-Knees over toes
-Basic repetitive movements for participants to get used to
footwork while embedding the two rhythms


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