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At Laurel Lane we percept Music as a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression and can also play an important part in helping children to feel part of a community. We provide opportunities for all children to create, play, perform and enjoy music, and to develop the skills to critically appreciate a wide variety of musical forms. We see Music as a vehicle for the building of children’s self-esteem, confidence and self-discipline and the enhancement of life skills.


We aim to enable children to:

  • know and understand how sounds are made and then organised into musical structures;
  • know how music is made through a variety of instruments;
  • know how music is composed and written down;
  • know how music is influenced by the time, place and purpose for which it was written;
  • develop the interrelated skills of performing, composing and appreciating music;
  • develop control and understanding of duration, pitch, tempo, timbre, texture, dynamics and structure;
  • communicate musical ideas to others;
  • improve instrumental and vocal techniques;
  • listen and appraise.

Implementation and Impact

At Laurel Lane Primary School we are guided by the Charanga Scheme of Work and Royal Opera House ‘Create and Sing Learning Programme’. We also closely collaborate with the Hillingdon Music Hub and follow their guidance and advice.

Through creative learning opportunities we make music an enjoyable learning experience. We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children. We teach them to listen and to appreciate different forms of music. Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions. We teach children how to work with others to make music and how individuals combine together to make sounds. We recognise that there are children of widely different musical abilities in all classes, so we provide suitable learning opportunities for all children. We achieve this in a variety of ways by:

  • setting common tasks, which are open-ended and can have a variety of responses;
  • setting tasks of increasing difficulty (not all children complete all tasks);
  • providing resources of different complexity depending on the ability of the child;
  • using teaching assistants to support the work of individuals or groups of children.

While there are opportunities for children of all abilities to develop their skills and knowledge in each teaching unit, the planned progression built into the scheme of work we are using means that the children are increasingly challenged as they move through the school.