How a graded syllabus is built
A syllabus spells out the assessment requirements in terms of content, evidence and standards. Each one is written and published by an awarding organisation, not by CDMT. This is how they work.
What a syllabus specifies
Graded exams test skills, knowledge and understanding in the performing arts through formal practical examinations, conducted by examiners selected and trained by the awarding organisation.
The syllabus sets out what is required at each grade: the components, the parameters for technical work, unseen tests and theoretical questions, and the assessment criteria applied to each. Those parameters are clearly defined, which gives teachers a structured framework to build into their own curriculum.
There are no prescribed courses of study. The syllabus states the outcome, not the route to it.
Fixed by the syllabus
- Content, evidence and standards for each grade
- Parameters for technical work, unseen tests and theory
- Clear assessment criteria and attainment descriptors
- Examination duration, which increases as the grades progress
Left to the teacher
- The course of study. None is prescribed.
- Teaching method, resources and pace
Progressive mastery, entered and left at any point
The scheme of assessment allows candidates to enter and exit at any grade. Each syllabus is cumulative: the outcomes of a grade assume mastery of the outcomes before it.
Fine distinctions, grade by grade
The model permits fine distinctions between levels of achievement, with the expected competences and the complexity of tasks increasing as candidates advance.
Responsibility shifts to the learner
There is a progressive shift in responsibility for initiating and sustaining performance work, from teacher to learner. That benefits candidates well beyond the examination itself.
Every grade is an exit point
Some candidates advance through the whole sequence, others take only specific grades. Depending on the learner and the purpose, every grade is a potential exit point.
When a syllabus is revised
- Transitional arrangements are put in place, covering variations in preparation periods and the orientation of teachers to new requirements.
- Materials are generally published in English, with specific demand for translation given positive consideration.
Controlled, not left open
- Different from the competition. Organisations generally ensure the repertoire set for each examination differs from their competitors', though some duplication is inevitable where the repertoire itself is limited.
- Selected by panel. Repertoire is chosen by panels working under the supervision of a senior academic, against detailed guidelines and previous syllabuses.
- Weighted to the level. Selection is rigorously controlled so that repertoire suits both the grade and the marks allocated to it.
- Own-choice material is guided. Where candidates choose their own works, including their own compositions, organisations publish guidelines and exemplars, and the material must meet the syllabus expectations.
- Unseen tests stay confidential. Written by specialists under a senior academic and replaced at regular intervals, with guidelines and exemplars published for teachers.
Where the grades differ from a GCSE or an A level
Both assess practical skills. The difference is in how the evidence is produced, and it is a real one.
One performance, externally assessed
- Assessed entirely by an external examiner appointed and trained by the awarding organisation.
- Conducted in controlled conditions on one occasion only.
- No more than one performance of a set work is permitted.
- A higher degree of criticality by design, more closely mirroring performance in the real world.
Several takes, best submitted
- Generally contains some assessment of practical skills, including performing, devising or improvising.
- May allow numerous performances, with the opportunity to select the best take for assessment through recordings.
- Delivered as a taught course with its own centre-based structure.
- Complemented rather than replaced by the grades, which add depth and wider repertoire.
Why the two work together
- Preparatory work on material and rehearsal encourages collaborative group activity where appropriate, while examination content adds depth to practical studies and introduces candidates to a wider range of repertoire.
- Because the grades grew from a common structure, syllabuses across music, dance and drama are broadly similar, which lets teachers choose between assessment systems on focus and methodology rather than on format.
What the candidate receives
Graded exams are awarded at distinction, merit and pass. Successful candidates receive a certificate and, usually, a report including a breakdown of their marks.
Three attainment bands
Distinction, merit and pass, with marks indicating low, mid or high achievement in each category.
Judged against the grade entered
The examiner assesses only the skills required for the grade entered. A candidate is not awarded a pass at a lower grade after a failure at a higher one.
Examiners are monitored
Organisations monitor consistency of judgment and application of the attainment bands, with training and standardisation sessions where marks and results are compared in detail.
The syllabus you need belongs to an awarding organisation
Every syllabus is written, published and revised by the organisation that awards it. There are twenty of them, and this site publishes none of their syllabuses.