Session Aims

• Overview of the RSL Award

• Identify how the exam repertoire supports holistic
musical learning
• Provide support materials for teaching (that no one
else has got yet!)
• Overview of wider qualifications
• Information about new releases (that no one else
knows yet!)
• Explain our approach to exams
• Put yourselves into the role of examiner
RSL: Qualification Portfolio

Graded Music Exams Performance Arts Awards Vocational Qualifications

Graded Exam Syllabuses
Rockschool Rockschool Rockschool Rockschool Rockschool
Professional
Guitar Bass Drums Acoustic Guitar Vocals
Diplomas
Grades Grades Grades Grades Grades
Levels 4 & 6
Premiere - 8 Premiere - 8 Premiere - 8 Premiere - 8 1-8

Rockschool Rockschool Rockschool Rockschool

Rockschool Rockschool
Piano / Keys Ukelele Music Production Music Theory
Piano Method Horns
Grades Grades Grades Grades
Books 1 & 2 Grades Debut-8
Debut - 8 Debut - 38 1–8 Debut - 8
Graded Music Exams Support Musical Learning
Sight Reading,
Performance Interpretation & Technical General
Ear Tests
Pieces Improvisation / Exercises Musicianship
(10%)
(60%) Quick Study Piece (10%) (5%)
(15%)

Instrument
Solo and Ensemble Composition Developing Musical Concept
Specific Skills and
Performing Development Listening and Understanding
Music Theory
 Practical Assessment Technical Skills
60%
(coursework) Professional Scenario

Production Terminology
Theoretical Written Exam 25%
Sound & Audio Fundamentals

Sonic Fidelity
Listening Test 15% Music Theory and Harmony
Stylistic Awareness
 Coursework Task – Grade 1
A producer, based in a different city, has asked you to take the audio of his Hip Hop beat, import three sections of
midi chords that he has written, and to write a different bassline for each section.

Import the audio file into your DAW and set the correct BPM.

Next import the 3 different chord progressions and record a bassline over the top of each, using an appropriate
(pitch) software instrument, for a minimum of 8 bars for each of the three sections.

Ensure your basslines are both in time and in tune with the supplied backing track and that it retains its original
tempo.

Once each of the three sections has a bassline, add additional melody parts to two of the sections using another
suitable sound from your DAW.

Once you are happy with your solution, render the master as a stereo WAV/AIF file (16bit / 44.1kHz) and upload.
Exams
• Candidates can enter online or through their teacher and take their exam at a Public Exam Day
• For the Full Graded Exam, candidates prepare Three pieces; the Technical Exercises and the
General Musicianship Questions
• For the Performance Certificate, candidates prepare Five pieces only
• Students can prepare their own Free Choice piece(s) for either type of exam
- up to two for the full exam
- up to three for the performance certificate
• Get a nationally-recognised certificate of your achievement which is recognised by the Music
Industry, Schools and Universities
• A valuable reward for your investment in Money, Energy and Time
Support Material
Teach Rockschool Today

www.rslawards.com/teach-today
Wider Qualifications
DIPLOMAS IN
MUSIC AND PERFORMING ARTS
Rockschool Professional Diplomas
A natural progression from the RSL grade system; the level 4 & 6 Teaching,
Performance and Creative Enterprise Diplomas have been uniquely designed to
accredit all aspiring professionals working towards a career in the creative
industries. These self-study Professional Diplomas are university-level
qualifications that can be studied in preparation for, alongside, or as an
alternative to undergraduate degree courses.
Level 4/6 Professional Diploma – Performance (DipRSL) (LdipRSL)

Level 4/6 Professional Diploma - Creative Enterprise (DipRSL) (LdipRSL)

Level 4/6 Professional Diploma – Teaching (DipRSL) (LdipRSL)

Benchmarking

Framework for Higher

Education Qualifications
(FHEQ)
Subject Benchmark Statements
National Occupational
Standards.
Diploma Pathways
Learners take FOUR units (3 Core; 1 Optional)

Teaching Creative Enterprise Performance

Pathway Pathway Pathway

Core (Compulsory) Understanding Learning Collaborative Production

Advanced Repertoire and
Planning, Facilitating and Marketing Yourself As A Technical Skills (Double Unit)
Core (Compulsory)
Evaluating Creative Professional

Enterprise &
Core (Compulsory) Inclusive Learning Artist Analysis
Entrepreneurship

Optional Any Mandatory Unit from another Pathway

Advanced
Repertoire and Self Care for
Understanding
Safe Teaching Technical Skills Creative Assessment
Learning
(Single/Second Professionals
Discipline)
Key benefits
Music Practitioners Creative & Performance Arts Creative Practitioners
Vocational Qualification Pathways
The Music Practitioners and CAPA qualifications are alternatives to
GCSE and A-Level and have specific pathways:
Music Practitioners Creative and Performing Arts
• Performing • Acting
• Composing and Technology • Dancing
• Business (Level 3 only) • Musical Theatre (Level 3 only)

Once mandatory content has been selected, learners are then able to pick from a range of units across Levels 1-3.
L2 MusPra Qualification – Core Unit (Performing)
Learning Outcomes
The learner will:
1. Be able to plan for a live performance
2. Be able to demonstrate, in collaboration with others, the skills to perform a set in a specific live environment to a target audience
3. Be able to reflect on their performance and consider ways to improve future performances
Assessment Criteria
The learner can:
1.1 Describe personal aims in relation to the live performance including own image, repertoire and audience expectation
1.2 Propose idea for the performance
1.3 Produce a production plan to meet the needs of an agreed brief
1.4 Describe Health & Safety issues in the context of a live performance
2.1 Make appropriate modifications t the performance in the light of other contributions
2.2 Present a performance to a target audience
3.1 Review their performance in the light of feedback
3.2 Suggest ways to improve future performances
L2 MusPra Qualification – Core Unit (Composing)

L2 MusPra Qualification – Core Unit (Technology)

Assessment Criteria –
Graded Exams
 Rockschool Approach
- Each exam must be fair and reliable, i.e. the same result would happen no
matter when, where, or who was examining
- Examiners should look for the positive in any performance
- The material rises in difficulty, the approach stays the same
- Assess the criteria ONLY
- Make the experience a positive one
Assessment Criteria
Debut-Grade 2
Basic Techniques
Rhythm/pulse
Notation/harmonic accuracy
Sync
Confidence
 Awarding Marks
When we award marks, we relate entirely to the assessment criteria.

In the following videos, let’s mark each criteria as follows:

Criteria achieved SOME of the time: PASS (‘OK’)

Criteria achieved MOST of the time: MERIT (‘Good’)

Criteria achieved ALL of the time: DISTINCTION (‘Excellent’)

The overall mark is determined by extent to which the average is evidenced overall.
Lets go…
Debut-Grade 2
Basic Techniques
Rhythm/pulse
Notation/harmonic accuracy
Sync
Confidence
Assessment Score
Assessment Criteria Grade
Basic Techniques
Rhythm/pulse
Notation/harmonic accuracy
Sync
Confidence
Misconceptions and Clarifications
“When marking, do you take into account age?”
“When marking, do you take into account ability?”
“When marking, do you take into account any special educational needs?”

No.
The music comes first and is the only consideration, irrespective of any situation.
According to the Assessment Criteria evidenced and to what extent.
(NB: ‘Reasonable Adjustment’ applications can be made to maximize the opportunity of
evidencing outcomes).
Misconceptions and Clarifications
“Is it possible to pass a piece if one of the Assessment Criteria fails?”
Yes.
It is possible to fail individual criteria and still pass pieces or supporting tests overall.
(it is possible to fail individual pieces / tests and still pass the exam overall).
 Summary
- Examiners assess each individual criteria when marking all aspects of every
exam
- Teachers need to be familiar with criteria and can tailor learning to address each
of the criteria
- The criteria reflect music components
- Examiners will look to reward candidates, not catch them out
- All criteria are assessed. No less and no more. All equally weighted
- Pieces become more difficult as the grade increases
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