Qualification Specification

MUSIC PERFORMANCE
GRADES
second edition – valid for exams from 6 September 2021

Entry Level 1 Award in Music Performance (Entry 3)

Level 1 Award in Music Performance
Level 2 Certificate in Music Performance
Level 3 Certificate in Music Performance 16 July 2021
Qualification Specification: Performance Grades
Contents
Changes in this edition 3

1. Introduction 4
About ABRSM 4
About this qualification specification  5
About our Music Performance qualifications 5
Regulation and UCAS points (UK) 7
Regulation (Europe) 9
Regulation (Rest of world) 9

2. Performance Grades 10
Syllabuses10
Exam Regulations 10
Malpractice and maladministration 10
Entry requirements 11
Exam venues 11
Exam booking 11
Access (for candidates with specific needs) 11
Exam content 11
How the exam works 12
Special consideration 12

3. Performance Grades syllabus 13

Introducing the qualification 13
Performance Grades: requirements and information 13

4. Assessment, marking & infringements 14

Assessment objectives 14
Mark allocation 16
Result categories 16
Synoptic assessment 16
Awarding16
Infringements17
Marking criteria 17

© 2020 by The Associated Board of the Royal Schools of Music

All the syllabus information in this document, including repertoire lists, is the copyright of ABRSM.
No syllabus listing may be reproduced or published without the permission of ABRSM. Updated in 2021.
5. After the exam 22
Results22
Appeals and feedback 22

6. Other assessments 23
Practical Grades 23
Music Theory 24
Practical Musicianship 25
ARSM26
DipABRSM, LRSM, FRSM 27

Programme form 28
Performance Grades

Changes in this edition

This second edition, first published July 2021, includes several significant changes and updates.
• Initial Grade is now available for Piano and bowed strings and we have added all relevant
information and updated existing text as necessary [Sections 1–4]
• We have included information about our Special Consideration policy [Section 2]
• We have made a change to the own-choice piece/song requirements to allow unpublished
repertoire, including candidates’ own compositions [Section 3]
• We have changed our policy on the use of the same piece(s)/song(s) in more than one exam;
this is now allowed [Section 3]
• We have provided additional guidance for the performance as a whole component of the exam
[Sections 3 & 4]
• We have included clarification that a recording may not be submitted for a qualification more
than once [Section 4]
• We have provided information on syllabus infringements, and how those are managed [Section
4]
• We have updated the Programme form – in particular, the Candidate ID should now be provided
A range of updates have also been made to the text, in particular in the Section 3s, to further
clarify the existing requirements and information, based on queries and feedback received since
the Performance Grades qualification was launched in summer 2020.

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 1. Introduction
About ABRSM
At ABRSM we aim to support learners and teachers in every way we can. One way we do this is
through the provision of high quality and respected music qualifications. These exams provide
clear goals, reliable and consistent marking, and guidance for future learning. They are a tried and
tested way to inspire musical achievement and, with backing from four Royal Schools of Music in
the UK, are valued and trusted around the world.
We offer a comprehensive portfolio of qualifications and assessments for a range of instruments
(including singing) and genres, as well as for Music Theory and Practical Musicianship. Our
syllabuses are based on core musical skills – listening, performing, reading, writing, musical
knowledge and understanding, and improvising. Together these skills give learners a good
foundation for their musical development and a range of different musical activities.
Taking an exam is an exciting challenge with many benefits for learners. There’s the boost to
motivation which comes from working towards an exam. There’s an opportunity to discover and
perform some fantastic music and to build new skills. And there’s the sense of achievement which
comes from successfully reaching a musical goal.
We do everything we can to make the exam experience positive and rewarding. We work closely
with specialists, teachers and examiners to provide syllabuses of the highest quality with a wide
variety of pieces and songs to choose from. We train our friendly, expert examiners to ensure that
all candidates are rewarded and recognised for their musical achievements during the assessment.
Using our clear, easy-to-understand marking criteria examiners can assess all candidates reliably,
objectively and consistently. Finally, candidates receive a mark form containing valuable feedback,
with a celebratory certificate for everyone who passes.
Whether you’re a learner or teacher, we hope our syllabuses inspire and support your music
learning or teaching. We wish you every success for your musical journey!
Our mission
ABRSM’s mission is to inspire musical achievement. We do this in partnership with four Royal
Schools of Music: Royal Academy of Music, Royal College of Music, Royal Northern College of
Music and Royal Conservatoire of Scotland.
We are passionate about music, its value as an art form and the importance of music education.
We believe that being involved with music gives people unique, positive experiences with life-
long benefits.
Through our world-leading assessments, books and resources we provide people worldwide
with the tools they need to teach, learn, make and enjoy music. Our scholarships, donations,
sponsorship and partnerships create opportunities for people of all ages to discover music and
fulfil their potential. Everything we do is designed to support learners and teachers on their
musical journey.
Who we are
We are the Associated Board of the Royal Schools of Music (ABRSM), a company registered in
England and Wales (company registration number 1926395) and a registered charity (charity
registration number 292182). Our registered office is at 4 London Wall Place, London EC2Y 5AU.
Find out more at www.abrsm.org.

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Performance Grades 1. Introduction

About this qualification specification

What it covers
This specification provides all the relevant requirements and information teachers, candidates,
parents and organisations need in order to prepare for the following qualifications in the subjects
and grades covered in Section 3:
• ABRSM Entry Level Award in Music Performance (Initial Grade) (Entry 3)
• ABRSM Level 1 Award in Music Performance (Grades 1, 2 and 3)
• ABRSM Level 2 Certificate in Music Performance (Grades 4 and 5)
• ABRSM Level 3 Certificate in Music Performance (Grades 6, 7 and 8)
It also provides information on how the exams will be assessed, their learning outcomes, and
regulated qualification details.
Further details, as well as administrative information about the exams, are given in ABRSM’s
Exam Regulations (www.abrsm.org/examregulations) which should be read before making an
exam booking.
Document structure
This specification contains six sections. Sections 1, 2, 4, 5 and 6 apply to all subjects (instruments)
included in the Music Performance suite of graded exams. Section 3 is the syllabus, which contains
requirements and repertoire lists specific to individual subjects. The syllabuses (Section 3s) for
all subjects can be found at www.abrsm.org/performancegrades.
Validity of this specification
This specification is valid from 6 September 2021. The repertoire lists contained within each
instrumental/singing syllabus (Section 3) have specific validity periods, confirmed in the
respective syllabus.
We may update this specification from time to time, but we will not make changes to the relevant
syllabus (Section 3) during its period of validity, other than in exceptional circumstances. In such
cases, advance notice of any changes will be posted on our website, as will advance notice of any
planned syllabus refreshes. The latest version of this specification will be available from www.
abrsm.org/performancegrades.

About our Music Performance qualifications

Qualification objectives
Our Music Performance qualifications are designed for learners to demonstrate a combination of
key performance-related skills such as instrumental (or singing) technique and control, musical
interpretation, communication, and delivery. Each grade is progressive and represents a new
challenge for the learner, providing motivation and structure to hone and refine their performance
skills.
Exams allow learners to receive formal recognition of the level of mastery they have achieved, and
feedback to support their learning journey. Music Performance qualifications further allow learners
to be rewarded and recognised for their skills in delivering a whole performance, communicating
musically over a sustained programme.

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 Performance Grades 1. Introduction

Who the qualifications are for

These qualifications are intended for learners who are interested in developing their performance
skills holistically. Candidates may be entered at any age, but those entering for Grades 6 to 8 must
fulfil the prerequisite detailed on page 11.
Every effort has been made to feature a broad range of repertoire to suit and appeal to candidates
of different ages, backgrounds and interests. In order to provide flexibility when creating a
musical programme, candidates are also able to include one piece/song of their own choice (of
an appropriate standard).
We are committed to providing fair access to our assessments by putting in place access
arrangements and reasonable adjustments for candidates with specific needs. Music Performance
qualifications include no requirements for candidates to respond to an examiner or to any
previously unseen/unheard music. They can be taken at a time, and at a location, to suit the
candidate. In these respects, they may be more accessible and appealing than our Practical Music
qualifications.
Structure
Each Music Performance qualification has been carefully designed to assess synoptically the
underpinning knowledge and understanding required for music performance. At all grades, these
creative skills are presented through the technical control of an instrument, interpretation of
repertoire, and the delivery and successful communication of a sustained programme of music.
Collectively, these skills enable candidates to progress to higher grades and other qualifications
in the creative arts sector.
Candidates are required to perform a programme of four pieces/songs, three from set repertoire
lists and one that is their own choice. For certain instruments and grades, the own choice piece
can be performed on a related instrument. Each piece/song is equally weighted in marks and an
additional mark is awarded for the performance as a whole.
Progression route
ABRSM Music Performance qualifications are available from Grade 1 to Grade 8, and in some
subjects from Initial Grade. Each grade progresses from the previous in their level of demand.
The syllabuses that form Section 3 of this specification detail the subjects covered and the grades
available for each. It is not a requirement for any candidate to complete one grade before moving
on to the next although there is a prerequisite for entering a Grade 6, 7 or 8 exam (see page 7).
This new suite of Music Performance qualifications embeds from the earliest grades the
importance of understanding how a performance is delivered to best reflect the technique and
character of the performer.
Music Performance candidates may, during their learning journey, wish to focus on their all-round
musical skills and progress across to our Practical Music suite of qualifications. These long-
standing qualifications are designed for learners to demonstrate a combination of performance
and other all-round musical skills and knowledge. Each grade is progressive and represents a new
challenge for the learner, providing motivation and structure to develop and hone their musical
skills. Practical Music qualifications further allow learners to be rewarded and recognised for their
skills in performing pieces/songs as well as technique, notation, listening and musical perception.
The nature of both sets of qualifications makes them an ideal platform from which to progress
to ABRSM’s diploma offer, beginning with the performance-only ARSM. ARSM gives candidates

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Performance Grades 1. Introduction

greater flexibility and responsibility in programme building as well as providing further opportunity
to develop performance technique and interpretative skills while extending their repertoire.
Through a combination of live and written components, candidates at DipABRSM (Music
Performance), and the higher LRSM and FRSM levels, demonstrate their performance,
communication and research skills, as well as their musical knowledge and understanding.
DipABRSM progresses to LRSM level and LRSM to FRSM. Further details of these can be found
in Section 6 of this specification and at www.abrsm.org/diplomas.
Prerequisite
We believe that a thorough understanding of the elements of music is essential for a full and
satisfying performance at the higher grades. Our Music Theory graded exams assess candidates
on their ability to identify, use and manipulate musical symbols, to study extracts and to answer
questions about the elements of music. We also offer Practical Musicianship exams where, in
developing their musicianship skills, candidates gain the understanding as well as the expressive
and interpretive skills needed to master the musical language of the repertoire they are learning.
A pass at ABRSM Grade 5 or above is required in either Music Theory, Practical Musicianship or
any Practical Music solo Jazz instrument before learners can enter for a Grade 6, 7 or 8 Music
Performance or Practical Music exam.

Regulation and UCAS points (UK)

Our regulators
ABRSM Music Performance, Practical Music and Music Theory grades, and higher-level
qualifications (diplomas) are regulated in the UK by:
• Office of Qualifications and Examinations Regulation (Ofqual)
• Qualifications Wales
• Council for Curriculum, Examinations and Assessment (CCEA Regulation)
For further information, see www.abrsm.org/regulation.
The Regulated Qualifications Framework (RQF)
All our regulated qualifications can be found on the RQF. There are nine qualification
levels in the framework, labelled in order of difficulty from Entry Level to Level 8. For further
information, visit https://register.ofqual.gov.uk.
Entry to higher education
In the UK, ABRSM’s Grades 6 to 8 in Music Performance and Practical Music can contribute
towards entry into higher education through the allocation of UCAS points; the table below shows
the UCAS Tariff value of these grades. For further information visit www.ucas.com.

Qualification Pass Merit Distinction

Grade 6 8 10 12
Grade 7 12 14 16
Grade 8 18 24 30

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 Performance Grades 1. Introduction

Regulated qualification details

Qualification titles
The table below shows the regulated titles and qualification numbers of our Music Performance
qualifications. Further information can be found at https://register.ofqual.gov.uk.

Qualification Qualification Title

Number
603/4690/5 ABRSM Entry Level Award in Music Performance (Initial Grade) (Entry 3)
603/5993/6 ABRSM Level 1 Award in Music Performance (Grade 1)
603/5994/8 ABRSM Level 1 Award in Music Performance (Grade 2)
603/5995/X ABRSM Level 1 Award in Music Performance (Grade 3)
603/5996/1 ABRSM Level 2 Certificate in Music Performance (Grade 4)
603/5997/3 ABRSM Level 2 Certificate in Music Performance (Grade 5)
603/5998/5 ABRSM Level 3 Certificate in Music Performance (Grade 6)
603/5999/7 ABRSM Level 3 Certificate in Music Performance (Grade 7)
603/6000/8 ABRSM Level 3 Certificate in Music Performance (Grade 8)

Qualification size
The table below describes the size of the Music Performance qualifications by showing the amount
of time that a candidate would typically need to spend preparing for them:
• Under the guidance of a teacher (Guided Learning Hours);
• Under the guidance of a teacher and time spent preparing independently (Total Qualification
Time);
and:
• The assigned credit value (which denotes the size of the qualification).
Qualification Guided Learning Hours* Total Qualification Time* Credits
(GLH) (TQT)
Initial Grade 8 40 4
Grade 1 12 60 6
Grade 2 18 90 9
Grade 3 18 120 12
Grade 4 24 150 15
Grade 5 24 180 18
Grade 6 36 220 22
Grade 7 48 270 27
Grade 8 54 320 32
* The Guided Learning Hours and Total Qualification Time are estimates of the average amount of time that it might take a
candidate to prepare for these qualifications, and should be used as guidance only; it is recognised that there will be variance
dependent on each individual’s level of experience and ability.

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Performance Grades 1. Introduction

Regulation (Europe)
The European Qualifications Framework (EQF) is an overarching framework that links the quali-
fications of different countries together and allows for comparison and translation. The EQF has
eight levels across which qualifications can be mapped. The levels do not correspond directly with
the UK’s Regulated Qualifications Framework (RQF), although they are similar.
The table below shows the level of each of ABRSM’s Music Performance qualifications on the
RQF and the EQF.

Qualification RQF Level EQF Level

Initial Grade Entry Level (Level 3) Level 1
Grade 1
Grade 2 Level 1 Level 2
Grade 3
Grade 4
Level 2 Level 3
Grade 5
Grade 6
Grade 7 Level 3 Level 4
Grade 8

Regulation (Rest of world)

Information on how ABRSM exams are recognised in individual countries can be found at www.
abrsm.org/regulation.

Qualification title referencing

The qualifications covered by this specification are:
• ABRSM Entry Level Award in Music Performance (Initial Grade) (Entry 3)
• ABRSM Level 1 Award in Music Performance (Grades 1, 2 and 3)
• ABRSM Level 2 Certificate in Music Performance (Grades 4 and 5)
• ABRSM Level 3 Certificate in Music Performance (Grades 6, 7 and 8)
For ease of reading, ‘Performance Grade(s)’ is used in place of the full qualification titles throughout
the remainder of this document. Similarly, when referring to our other, long-standing, suite of
graded practical exams, ‘Practical Grade(s)’ is used in place of the full qualification titles.

9
 2. Performance Grades
Syllabuses
When preparing for an exam, it is important to read the relevant syllabus, which makes up Section
3 of this specification. Syllabuses (Section 3s) for each Performance Grades subject (instrument)
are available at www.abrsm.org/performancegrades.
Syllabus repertoire validity
The repertoire lists for each subject are updated periodically. Validity periods vary from subject
to subject and are confirmed in the relevant syllabus (Section 3). The current repertoire lists for
each subject are available at www.abrsm.org/performancegrades.
Syllabus amendments
Any updates to the syllabus – e.g. changes to publication details or other minor corrections or
clarifications – will be posted at www.abrsm.org/syllabuscorrections.
Syllabus repertoire overlap
In the first year of any revised Performance Grades syllabus repertoire lists, we offer an overlap
period where candidates may choose repertoire from the preceding lists. Information on the length
of the overlap period is given at www.abrsm.org/overlap.
The next syllabus
Advance notice of any planned changes to syllabus repertoire lists will be posted at www.abrsm.
org/syllabusupdates.

Exam Regulations
When preparing for an exam, it is important to read ABRSM’s Exam Regulations, which set out
the rules for completing the exams listed in this specification. This information is available at
www.abrsm.org/examregulations.

Malpractice and maladministration

We are committed to inspiring achievement in music. Our qualifications are used by thousands
of people to support their music learning or teaching. Many people also use them when applying
to study at further and higher education institutions. It is therefore vital that our qualifications
remain a valuable and reliable measure of a candidate’s skills and knowledge. We take any form
of malpractice or maladministration very seriously.
• Malpractice is defined as any act that compromises or is an attempt to compromise the
assessment process, the integrity of any qualification or the validity of a result or certificate.
This also includes any act that damages our reputation or credibility as an awarding organisation.
• Maladministration is defined as any act that breaches the regulations through a mis­management
of administrative processes, particularly where such a breach could compromise the integrity
of a qualification or assessment.
Applicants and candidates must follow the requirements set out in this specification, Exam
Regulations and all other ABRSM policies about the delivery of our exams. In cases where
applicants or candidates have committed malpractice, a sanction or penalty may be given. Further
information about our Malpractice and Maladministration Policy can be found at www.abrsm.
org/policies.

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Performance Grades 2. Performance Grades

Entry requirements
There is a maximum of nine grades of Performance Grade exams. Candidates may be entered for
any grade at any age. They do not need to have taken any earlier grade(s) in the same subject.
To enter for a Grade 6, 7 or 8 exam, candidates must already have passed one of the following:
• ABRSM Grade 5 (or above) in Music Theory
• ABRSM Grade 5 (or above) in Practical Musicianship
• ABRSM Grade 5 in any Practical Grades solo Jazz instrument
For full details, including a list of accepted alternatives, see www.abrsm.org/prerequisite.

Exam venues
Performance Grades are taken at a venue of the candidate’s/Applicant’s choosing. This can be
the candidate’s school, their teacher’s studio, or any other location where appropriate space and
instruments are available (including a suitable piano for any accompaniments). The venue can
also be the candidate’s home.

Exam booking
Details of exam dates, fees and how to book an exam are available at www.abrsm.org/exambooking.

Access (for candidates with specific needs)

We are committed to providing fair access to our assessments, for candidates with specific needs,
by putting in place access arrangements and reasonable adjustments. Guidelines for candidates
with specific needs are available at www.abrsm.org/specificneeds. Where a candidate’s needs
are not covered by the guidelines, each case is considered individually.
Performance Grades include no supporting tests, or any requirement for candidates to respond
to an examiner or any previously unseen/unheard music. Additional time for the performance
itself is therefore not applicable. However, we offer candidates with a range of specific needs the
option of taking rest breaks during their performance as required.
While we are not able to make allowances in the marking for candidates with specific needs, we
are always happy to pass on relevant information to the examiner in order that they are aware of
candidates’ particular circumstances.
Please contact our Access Co-ordinator ([email protected]) before booking an
exam with the relevant details.

Exam content
Performance Grades consist of five components – four Pieces/Songs and an assessment of the
performance as a whole. Information on how marks are allocated is given on page 16.

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 Performance Grades 2. Performance Grades

How the exam works

Performance Grades are currently offered as digital exams – candidates’ performances are video
recorded and submitted to ABRSM for assessment. The candidate/Applicant is responsible
for organising a suitable venue and any equipment needed to run the exam (e.g. music stand,
recording device).
The repertoire must be performed and recorded in one continuous take and the recording must
not be paused at any point during that take. Candidates should show a written programme and
the opening of their own-choice piece/song, as well as verbally introduce themselves and their
repertoire to camera before beginning their performance. Examiners will start assessing candi-
dates from the point at which they start to perform their repertoire and may stop listening to the
recording if the performance goes over the time limit.
Where candidates are under 18, the recording process must be overseen by a Responsible Adult
who must be aged 18 or over, and may be the Applicant, teacher or parent/carer.
Detailed instructions on how to record and submit the exam are given in the Guidance for Music
Performance Grades document available at www.abrsm.org/performancegrades.

Special consideration
Special consideration is given to candidates who suffer temporary illness, injury or indisposition, or
adverse circumstances at or near the time of the assessment. This will not result in an adjustment
to marks and will not change the assessment criteria applied by the examiner for the exam. Please
refer to our Special Consideration Policy at www.abrsm.org/policies.

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3. Performance Grades syllabus
Introducing the qualification
Performance Grades are new qualifications from ABRSM, introduced in 2020 to run alongside
our long-standing and respected Practical Grades. They allow learners to focus on and showcase
their performance skills if that is their preference. This additional suite of qualifications has
been designed to allow learners to play to their strengths and interests and still have their level
of achievement formally recognised with a regulated qualification that attracts UCAS points
(in the UK) at Grades 6 to 8. Performance Grades are accessible exams given their sole focus
on performance, without the assessment of any supporting tests. Instead they encourage the
selection of appropriate repertoire to be delivered in a sustained performance, even at the earliest
levels.
Musicians learn to play an instrument to explore and perform repertoire, which is why pieces/
songs, and the way they can be combined to create a convincing and sustained performance,
are the focus of the exam. For Performance Grades, candidates are asked to present four pieces/
songs at each grade.
ABRSM Performance Grades draw on the same repertoire set for our Practical Grades. This
syllabus repertoire is organised into lists, which explore different traditions and styles, dating
from the Renaissance period to the present day. Choosing repertoire from different lists gives
candidates the opportunity to perform a balanced selection and demonstrate a range of skills.
Since Performance Grades focus on performance alone, the choice of repertoire is important,
and attention should be given to the way pieces/songs are contrasted, the order in which they
are presented, and the different moods and characters they inhabit. This will enable candidates
to demonstrate their ability to deliver a coherent and convincing performance event, not just a
series of individual pieces/songs. Credit for this is given through the performance as a whole
assessment criteria that are applied (see page 17).

Performance Grades: requirements and information

Individual Performance Grades syllabuses (i.e. Section 3s), with relevant requirements and information,
are available at www.abrsm.org/performancegrades for the following subjects:
• Piano
• Bowed Strings – Violin, Viola, Cello, Double Bass
• Woodwind – Descant Recorder, Treble Recorder, Flute, Oboe, Clarinet, Bassoon, Soprano Saxophone,
Alto Saxophone, Tenor Saxophone, Baritone Saxophone
• Brass – Horn, Trumpet, B - Cornet, E - Soprano Cornet, Flugelhorn, E - Horn, Trombone, Bass Trombone,
Baritone, Euphonium, Tuba
• Percussion – Snare Drum, Timpani, Tuned Percussion, Percussion (Combined)
• Guitar
• Harp – Harp (Pedal), Harp (Non-Pedal)
• Harpsichord
• Organ
• Singing
• Singing for Musical Theatre

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 4. Assessment, marking & infringements
Assessment objectives
The following tables describe the level of knowledge and skills required of candidates taking
Performance Grades. They also show the assessment objectives and corresponding marking
criteria that examiners use to assess the performances at each level. The full marking criteria
used by examiners are available on pages 18–19.

Initial Grade (RQF Entry Level 3)

Assessment objectives Marking criteria
Learners will: Learners can:
Apply musical skill, knowledge and Perform basic pieces/songs with:
understanding to performances of basic • Reliable pitch and intonation
pieces/songs in a mixture of styles. • Stable rhythm at a suitable tempo
80% • Reliable tonal control and awareness
• Musical shape and detail
• Communication of character and style
Demonstrate skills in musical Perform a short programme of basic pieces/
communication, interpretation and songs with:
delivery by applying them with a degree of • Projection and involvement
consistency across the whole programme. • Performance awareness and control
20% • Stylistic realisation
• Awareness and control of textures and
ensemble
• Technical control and instrument
management

Grades 1 to 3 (RQF Level 1)

Assessment objectives Marking criteria
Learners will: Learners can:
Apply musical skill, knowledge and Perform elementary pieces/songs with:
understanding to performances of • Reliable pitch and intonation
elementary pieces/songs in a mixture of • Stable rhythm at a suitable tempo
styles. • Reliable tonal control and awareness
80% • Musical shape and detail
• Communication of character and style
Demonstrate skills in musical Perform a short programme of elementary
communication, interpretation and pieces/songs with:
delivery by applying them with a degree of • Projection and involvement
consistency across the whole programme. • Performance awareness and control
20% • Stylistic realisation
• Awareness and control of textures and
ensemble
• Technical control and instrument
management
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Performance Grades 4. Assessment, marking & infringements

Grades 4 & 5 (RQF Level 2)

Assessment objectives Marking criteria
Learners will: Learners can:
Apply musical skill, knowledge and Perform intermediate pieces/songs with:
understanding to performances of • Reliable pitch and intonation
intermediate pieces/songs in a mixture of • Stable rhythm at a suitable tempo
styles. • Reliable tonal control and awareness
80% • Musical shape and detail
• Communication of character and style
Demonstrate skills in musical Perform a moderately-long programme of
communication, interpretation and intermediate pieces/songs with:
delivery by applying them with a degree of • Projection and involvement
consistency across the whole programme. • Performance awareness and control
20% • Stylistic realisation
• Awareness and control of textures and
ensemble
• Technical control and instrument
management

Grades 6 to 8 (RQF Level 3)

Assessment objectives Marking criteria
Learners will: Learners can:
Apply musical skill, knowledge and Perform advanced pieces/songs with:
understanding to performances of advanced • Reliable pitch and intonation
pieces/songs in a mixture of styles. • Stable rhythm at a suitable tempo
80% • Reliable tonal control and awareness
• Musical shape and detail
• Communication of character and style
Demonstrate skills in musical Perform an extensive programme of
communication, interpretation and advanced pieces/songs with:
delivery by applying them with a degree of • Projection and involvement
consistency across the whole programme. • Performance awareness and control
20% • Stylistic realisation
• Awareness and control of textures and
ensemble
• Technical control and instrument
management

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 Performance Grades 4. Assessment, marking & infringements

Mark allocation
Marks are allocated for each component of the assessment, as shown in the table below:

Component Maximum marks % of total mark

Piece/Song 1 30 20%
Piece/Song 2 30 20%
Piece/Song 3 30 20%
Piece/Song 4 30 20%
Performance as a whole 30 20%
Total 150 100%

Result categories
The result categories for Performance Grades are set as follows. A Pass in each component of the
assessment is not required to pass overall.

Result category Mark band

Distinction 130–150
Merit 120–129
Pass 100–119
Below Pass 50–99

Synoptic assessment
Synoptic assessment is a form of assessment that requires candidates to demonstrate that they
can identify and effectively use a selection of skills, techniques, concepts and knowledge to
carry out a key task. Performance Grades allow candidates to demonstrate their ability to draw
together different skills, knowledge and understanding – theory, notation, instrument control,
listening skills, creative interpretation – and apply these collectively during the performance of a
sustained programme of music.

Awarding
An examiner’s assessment of a piece or song will be based on the performance given at that time
towards the qualification for which the candidate has been entered. Prior performances of the
same pieces or songs will not be taken into account for the qualification, nor will marking appeals
be accepted on that basis. The transfer of marks, at any grade, between Performance Grades and
Practical Grades is not permitted.
A recording can only be submitted as evidence for any qualification once. It cannot be re-used
for the same or a different qualification at any point in time. If a previously submitted video is
uploaded as evidence a second time, this will be discounted and the candidate disqualified from
that second assessment.

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Performance Grades 4. Assessment, marking & infringements

Infringements
It is important that candidates, and those preparing them for exams, read and follow the exam
requirements as set out in the relevant Performance Grades syllabus. If the exam requirements are
not met in any way, this could lead to a warning, mark deduction or disqualification, at ABRSM’s
discretion. Examples of infringements include:
• Offering an inappropriate standard of own-choice piece/song.
• Presenting an own-choice piece/song that is too short or a programme that is too long.
• Presenting a programme containing fewer than four pieces/songs or with fewer than three
pieces/songs from the ABRSM repertoire lists for the grade.
• Presenting syllabus-listed repertoire, but not as specified (e.g. incorrect number of movements).
• Submitting a video of the performance that has not been made in one single take or that has
been edited in some other way.
The above list is not exhaustive.
Action is typically taken as follows:
• Warnings, in the form of written correspondence, are applied to minor infringements (e.g. wrong
combination of pieces/songs from the lists). Repeat cases in subsequent exams may result in
more severe action being taken.
• Mark deductions from a component of the exam are applied to more serious cases (e.g. an
own-choice piece/song of an inappropriate standard) and may range from three marks to the
full marks available for the component.
• Disqualification is applied to cases where requirements are not fulfilled in a fundamental way
(e.g. none of the pieces/songs performed have been selected from the ABRSM repertoire lists
for the grade or the recording has been edited in some way).
Examiners report infringements to ABRSM who investigate and decide what action is to be taken.
It should be noted that infringements identified in exams may delay the release of the exam result.
ABRSM’s decision on any infringement is final. Prior acceptance of an infringement without penalty
does not set a precedent and appeals will not be accepted on this basis.

Marking criteria
The tables on pages 18–19 show the marking criteria used by examiners for Performance
Grades. Each piece/song is marked out of 30 using the first set of criteria. After the full programme
has been completed, a mark out of 30 is awarded for the performance as a whole using the second
set of criteria. Additional guidance on how to interpret the performance as a whole criteria is
provided on page 20.
Examiners mark up or down from the pass mark for each component by balancing the extent to
which the qualities and skills listed in the criteria are demonstrated and contribute towards the
overall musical outcome.

17
 Performance Grades 4. Assessment, marking & infringements

Marking criteria
Grades Criteria for each of the pieces/songs presented
Initial to 8 Pitch Time Tone Shape Performance

Distinction ● Highly accurate notes ● Fluent, with flexibility ● Well projected ● Expressive, idiomatic ● Assured
27–30 and intonation where appropriate ● Sensitive use of tonal musical shaping and ● Fully committed
● Rhythmic character qualities detail ● Vivid communication of
well conveyed character and style

Merit ● Largely accurate notes ● Sustained, effective ● Mainly controlled and ● Clear musical shaping, ● Positive
24–26 and intonation tempo consistent well-realised detail ● Carrying musical
● Good sense of rhythm ● Good tonal awareness conviction
● Character and style
communicated

Pass ● Generally correct notes ● Suitable tempo ● Generally reliable ● Some realisation of ● Generally secure, prompt
20–23 ● Sufficiently reliable ● Generally stable pulse ● Adequate tonal musical shape and/or recovery from slips
intonation to maintain ● Overall rhythmic awareness detail ● Some musical
tonality accuracy involvement

Below Pass ● Frequent note errors ● Unsuitable and/or ● Uneven and/or ● Musical shape and ● Insecure, inadequate
17–19 ● Insufficiently reliable uncontrolled tempo unreliable detail insufficiently recovery from slips
intonation to maintain ● Irregular pulse ● Inadequate tonal conveyed ● Insufficient musical
tonality ● Inaccurate rhythm awareness involvement

13–16 ● Largely inaccurate notes ● Erratic tempo and/or ● Serious lack of tonal ● Musical shape and ● Lacking continuity
and/or intonation pulse control detail largely unrealised ● No musical involvement

10–12 ● Highly inaccurate notes ● Incoherent tempo ● No tonal control ● No shape or detail ● Unable to continue for
and/or intonation and/or pulse more than a short section

0 ● No work offered ● No work offered ● No work offered ● No work offered ● No work offered

18
Performance Grades 4. Assessment, marking & infringements

Grades Criteria for the performance as a whole

Initial to 8 Communication Interpretation Delivery

Distinction ● Consistently well-projected and involved,● Consistently effective stylistic ● Consistently assured and controlled;
27–30 showing strong performance commitment characterisation; interpretative demands of technical challenges of the programme
and conviction the programme well met well met
● Effective sequence and pacing of chosen ● Consistently good awareness and control ● Consistently effective instrument
programme; consistently good performance of textures and ensemble, with effective management, fully responsive to the
awareness and control blending and balancing performance situation

Merit ● Mainly well-projected and involved, ● Mostly effective stylistic realisation; ● Effectively controlled; most technical
24–26 showing positive performance commitment interpretative demands of the programme challenges of the programme well met
● Largely effective sequence and pacing largely well met ● Mostly effective instrument management,
of chosen programme; mainly good ● Mainly good awareness and control of mainly responsive to the performance
performance awareness and control textures and ensemble, with appropriate situation
blending and balancing

Pass ● Projection and involvement sufficient to ● Sufficient stylistic realisation to meet the ● Generally controlled; technical challenges
20–23 maintain an overall sense of performance interpretative demands of the programme of the programme securely met overall
● Sequence and pacing of chosen programme ● Adequate awareness and control of ● Sufficiently reliable instrument
shows adequate performance awareness textures and ensemble, with sufficient management to meet the demands of the
and control blending and balancing performance situation

Below Pass ● Insufficient projection or sense of ● Stylistic realisation not equal to the ● Consistency of control insufficient to meet
15–19 involvement to maintain a sense of interpretative demands of the programme the technical challenges of the programme
performance ● Insufficient awareness or control of textures ● Insufficiently reliable instrument
● Sequence and/or pacing of chosen and ensemble, and/or unsuitable blending management to meet the demands of the
programme shows inadequate performance and balancing performance situation
awareness or control

10–14 ● Sense of performance largely absent ● Stylistic realisation and/or control of ● Very insecure technical control and/or
textures and ensemble largely absent instrument management

19
 Performance Grades 4. Assessment, marking & infringements

Performance as a whole – additional guidance

Successful candidates at all levels should be able to deliver performances that are broadly
consistent across the entire programme of selected music. Repertoire choices need to be made
that allow communication of personal involvement and musical characterisation, interpretation
of musical elements, and effective technical control of the instrument or voice. Candidates should
also be aware of the ensemble skills needed whilst performing with an accompanist or duet partner,
and have the stamina to maintain and deliver a reliable performance.
Within three key areas of Communication (C), Interpretation (I) and Delivery (D), candidates
need to show a broad range of musical and technical skills, which demonstrate their overall flair
for performance throughout a continuous programme of music.

Initial Grade to Grade 3 (RQF Entry Level 3 & Level 1)

C Candidates project a sense of musical communication, purpose and personal involvement
throughout a programme of basic repertoire. They demonstrate an elementary level of
awareness of the performance context, both during and between the four chosen pieces/
songs. Through the course of a short programme, candidates show commitment to
performance and are able to create a sense of musical occasion.
I Candidates convey character and mood appropriate to each of the chosen pieces/songs,
through an elementary understanding of musical detail and style. They show awareness
of musical roles within simple textures and highlight points of similarity and difference.
They are also able to blend and balance straightforward musical elements, demonstrating
ensemble awareness where appropriate.
D Candidates have sufficient control of their instrument/voice to meet and respond to the
technical challenges of basic repertoire with conviction. They have the focus and stamina
to maintain technical assurance consistently through a short programme, from the first
note to the last.

Grades 4 & 5 (RQF Level 2)

C Candidates project a sense of musical communication, purpose and personal involvement
throughout a programme of intermediate repertoire. They demonstrate a developing
awareness of the performance context, both during and between the four chosen pieces/
songs. Through the course of a programme of moderate duration, candidates show
commitment to performance and are able to create a sense of musical occasion.
I Candidates convey character and mood appropriate to each of the chosen pieces/songs,
through a developing understanding of musical detail and style. They show awareness
of differences in texture, timbre, articulation and mood, blending and balancing diverse
musical elements as appropriate, and demonstrate ensemble awareness when
accompanied.
D Candidates have sufficient control of their instrument/voice to meet and respond to the
technical challenges of intermediate repertoire with conviction. They have the focus and
stamina to maintain technical assurance consistently through a programme of moderate
duration, from the first note to the last.

20
Performance Grades 4. Assessment, marking & infringements

Grades 6 to 8 (RQF Level 3)

C Candidates project a sense of musical communication, purpose and personal involvement
throughout a programme of advanced repertoire. They demonstrate sophisticated
awareness of the performance context, both during and between the four chosen pieces/
songs. Through the course of an extensive programme of music, candidates show
commitment to performance and create a sense of musical occasion.
I Candidates convey the different character and mood appropriate to each of the
chosen pieces/songs, through effective realisation of musical detail and sophisticated
understanding of style. They show awareness of musical roles within complex textures,
blending and balancing complex musical elements as appropriate, and demonstrate
ensemble awareness when accompanied.
D Candidates have the command and control of their instrument/voice in order to meet
and respond to the technical challenges of advanced repertoire with conviction. They
demonstrate the focus and stamina to maintain technical assurance consistently through
an extensive programme, from the first note to the last.

21
 5. After the exam
Results
All candidates receive a copy of their mark form; successful candidates also receive a certificate
that shows the qualification title as well as the subject and level that they have been examined
in. We aim to release results for Performance Grades in line with the schedules on our website
at www.abrsm.org/results; however, some results may take longer. Examiners will not issue
or discuss a candidate’s result; the mark form (and certificate for successful candidates) will
be issued by ABRSM after the exam. Unless otherwise requested at the time of booking, mark
forms and certificates are issued to the applicant, whose responsibility it is to pass them on to
candidates.

Appeals and feedback

Appeals
If a candidate has received an unexpected exam result, this can be appealed by requesting a
Results Review. This process allows us to revisit the marks awarded by an examiner and, subject
to the outcome of the review, may result in a mark amendment.
Feedback
In addition to a Results Review, we also welcome feedback about other matters, such as the
overall exam experience or the mark form. All feedback is logged and plays a valuable part in our
commitment to continuous improvement and quality assurance procedures.

For further information on our processes and deadlines for appealing a result, or submitting
feedback, please visit www.abrsm.org/send-exam-feedback.

22
6. Other assessments
ABRSM offers a range of other practical assessments for instrumentalists and singers:
• Music Medals • Performance Assessment
• Prep Test • Ensembles
• Practical Grades (including Jazz for • Choral Singing
selected instruments) • diplomas
Full information is available at www.abrsm.org/exams.

Practical Grades
ABRSM Practical Grades are our long-standing qualifications that test all-round musical skills.
They are available from Initial Grade to Grade 8 (nine grades). Candidates may be entered for
any grade at any age and do not need to have taken any earlier grade(s) in the same subject. Full
information is available at www.abrsm.org/exams and in the qualification specification, available
at www.abrsm.org/specifications.

About Practical Grades

Each Practical Grade has been carefully designed to test all-round musical skills – technique,
notation, listening and musical perception – as well as knowledge, understanding and creativity.
These creative skills are demonstrated through the playing/singing of repertoire and completing
supporting tests. Collectively, these skills enable candidates to progress to higher grades, further
education, employment and other qualifications in the creative arts sector.
The exams are made up of six components:
• three Pieces/Songs – selected by candidates from set lists and played/sung as separate items
• technical work – Scales and arpeggios/Unaccompanied song/Studies, as required for the
individual subject
• Sight-reading* (Quick Study for Jazz subjects)
• Aural tests
The exams are held as face-to-face assessments and are led by an examiner. Examiners ask for
a selection of the technical work in the exam. Candidates can prepare for the Sight-reading and
Aural test components, based on published parameters and sample materials, but they will not
have seen or heard the tests given in the exam before.
Marks for each component are differently weighted and are awarded to each component
individually.
Those entering for a Grade 6, 7 or 8 Practical Grades exam must first have passed ABRSM Grade 5
(or above) in Music Theory, Practical Musicianship or a Practical Grades solo Jazz instrument; for
full details, including a list of accepted alternatives, see www.abrsm.org/prerequisite.

* This component includes a transposition test for Horn, Trumpet & Organ at Grades 6 to 8, and a figured bass realisation test for Harpsichord 23
 Performance Grades 6. Other assessments

Music Theory
ABRSM Music Theory exams are available for Grades 1 to 8. Candidates may be entered for
any grade at any age and do not need to have taken any earlier grade(s). Further information is
available at www.abrsm.org/theory and the qualification specification (including the full syllabus)
is available at www.abrsm.org/specifications.

About Music Theory

Developing musical literacy forms a key part of a rounded education for performers, composers
and listeners of all kinds. Understanding how written symbols relate to the elements of music,
and having the skills to interpret and translate them into sounds, empowers us to communicate
and experience music in a meaningful way.
ABRSM’s Music Theory grades give learners:
• a knowledge of the notation of western music, including commonly used signs and terminology
• an understanding of fundamental musical elements such as intervals, keys, scales and chords
• an ability to apply theoretical knowledge and understanding to score analysis
• skills in harmonic completion of extracts and melody writing (at Grades 6 to 8).
Candidates are assessed on their ability to identify, use and manipulate musical symbols, to
study extracts and to answer questions about the elements of music according to the parameters
detailed in the full syllabus at www.abrsm.org/theory.
The exams are available as online assessments at Grades 1 to 5 and paper-based assessments
at Grades 6 to 8.

Grade 5 as a prerequisite
We believe that a thorough understanding of the elements of music is essential for a full and
satisfying performance at the higher grades.
It is therefore an ABRSM requirement that candidates must provide evidence of a pass at
ABRSM Grade 5 or above in Music Theory, Practical Musicianship or a Practical Grades solo
Jazz instrument before they can enter for a Grade 6, 7 or 8 Practical Grades or Performance
Grades exam.

24
Performance Grades 6. Other assessments

Practical Musicianship
ABRSM Practical Musicianship exams are available for Grades 1 to 8 and are open to singers and
instrumentalists. Candidates may be entered for any grade at any age and do not need to have
taken any earlier grade(s). The full syllabus is available at www.abrsm.org/practicalmusicianship.

About Practical Musicianship

Musicianship is a broad concept that covers a complex range of musical abilities. For the purposes
of this syllabus, it is loosely defined as the ability to ‘think in sound’. This occurs when a musician
is able to produce music which they perceive internally and in the imagination, whether through
playing by ear, singing, reading from notation, or through improvisation.
ABRSM’s Practical Musicianship grades encourage learners to develop their ability to ‘think in
sound’ and perform spontaneously. While Performance Grades and Practical Grades focus on
aspects of performance and/or supporting tests that are prepared in detail in advance, here the
playing (or singing) is in response to immediate challenges and stimuli, presented both aurally
and via notation.
The exams also cover the following key skills:
• the ability to internalise music and to reproduce it
• interpreting written music with a minimum of preparation
• exploring the possibilities inherent in a short motif
• the ability to detect differences between what is heard and what is written.
In developing their musicianship skills, learners will be gaining the understanding as well as the
expressive and interpretative skills needed to master the musical language of the repertoire they
are learning.

Grade 5 as a prerequisite
We believe that a thorough understanding of the elements of music is essential for a full and
satisfying performance at the higher grades.
It is therefore an ABRSM requirement that candidates must provide evidence of a pass at
ABRSM Grade 5 or above in Practical Musicianship, Music Theory or a Practical Grades solo
Jazz instrument before they can enter for a Grade 6, 7 or 8 Practical Grades or Performance
Grades exam.

25
 Performance Grades 6. Other assessments

ARSM
The ARSM diploma is available to instrumentalists and singers of any age. It is the first of our
diploma qualifications and provides musicians with an opportunity to develop their performance
technique and interpretative skills, while focusing on programme building and extending their
repertoire.

Key features
• Candidates present a balanced and varied programme, as follows:
• the programme lasts 30 minutes
• at least 20 minutes of the music is chosen from the repertoire list
• the remaining programme time may be made up of own-choice repertoire, of Grade 8
standard or above
• There are no additional supporting tests or other requirements
• There are two assessment methods available:
• face-to-face – held at the same venues and during the same time periods as ABRSM’s
Practical Grades
• digital – a video recorded performance submitted to ABRSM for assessment
• ARSM is a letter-bearing qualification. Candidates awarded the diploma can use the
letters ARSM (Associate of the Royal Schools of Music) after their name.
Those entering for an ARSM diploma must first have passed ABRSM Grade 8 (or a listed
alternative). Full details of the exam and entry requirements are available at www.abrsm.org/
arsmdiploma and the qualification specification is available at www.abrsm.org/specifications.
We update our syllabuses from time to time. Advance notice of any changes will be given at
www.abrsm.org/syllabusupdates. Please refer to the website for the most recent version of the
ARSM syllabus.

26
Performance Grades 6. Other assessments

DipABRSM, LRSM, FRSM (Music Performance)

These diplomas are available to instrumentalists and singers of any age. Through a combination
of live and written components, candidates demonstrate their performance, communication and
research skills, as well as their musical knowledge and understanding. Each diploma serves as a
stepping stone to the next level.

Key features
• Candidates:
• present a recital programme
• submit programme notes (DipABRSM & LRSM) or a written submission (FRSM)
• undertake a viva voce, with questions covering the recital, programme notes/written
submission as well as other aspects of performance
• perform a short piece of unaccompanied and previously unseen music after five minutes’
preparation time (quick study)
• These diploma exams take place at specific venues and times of the year
• Each diploma is a letter-bearing qualification. Candidates awarded a diploma can use the letters
DipABRSM (Diploma of the Associated Board of the Royal Schools of Music), LRSM (Licentiate
of the Royal Schools of Music) or FRSM (Fellowship of the Royal Schools of Music) after their
name as appropriate.
Those entering for one of these diplomas must fulfil a specific ABRSM prerequisite (or a listed
alternative). Full details of the exam and entry requirements are available at www.abrsm.org/
diplomas and the qualification specification is available at www.abrsm.org/specifications.
We update our syllabuses from time to time. Advance notice of any changes will be given at
www.abrsm.org/syllabusupdates. Please refer to the website for the most recent versions of the
diploma syllabuses.
Further diploma exams
DipABRSM, LRSM and FRSM diplomas are also available for Instrumental/Vocal Teaching and
Music Direction. Full details are available at www.abrsm.org/diplomas.

27
Programme form – Performance Grades
Please show this completed form and your own-choice piece/song to the camera, and announce yourself (name, subject, grade) and your
pieces/songs (titles, composers, list information) in the order you will be performing them, before beginning your performance.

Candidate name ________________________________________________________________________________________ Subject (instrument) _______________________________________________________

Candidate/National ID ____________________________________________________________________________ Grade _________________________________________________________________________________

Piece/Song Title Composer List* Number*

* Write ‘OC’ for your own-choice piece/song

Year of syllabus repertoire lists ___________________________ (unless from the repertoire lists);
leave ‘List’ blank if a Snare Drum, Timpani or
Related instrument(s) (if used) _________________________________________________________________________________________________________________ Tuned Percussion candidate

Additional information for own-choice piece/song (unless chosen from the repertoire lists)

Arranger Book/publication title Publisher/available from

(if applicable) (if applicable)
Programme form – Performance Grades
Please show this completed form and your own-choice piece/song to the camera, and
announce yourself (name, subject, grade) and your pieces/songs (titles, composers, list
information) in the order you will be performing them, before beginning your performance.

Candidate name _______________________________________________________________________________________________

Candidate/National ID _______________________________________________________________________________________________

Subject (instrument) _______________________________________________________________________________________________

Grade _______________________________________________

Piece/Song Title Composer List* Number*

Year of syllabus repertoire lists ___________________________

Related instrument(s) (if used) _________________________________________________________________________________________________________________

Additional information for own-choice piece/song (unless chosen from the repertoire lists)

Arranger Book/publication title Publisher/available from

(if applicable) (if applicable)

* Write ‘OC’ for your own-choice piece/song (unless from the repertoire lists);
leave ‘List’ blank if a Snare Drum, Timpani or Tuned Percussion candidate