I seem to have a problem teaching theory, possibly because I can't remember a time when I couldn't read or write music, so I can't remember how I learnt it myself.

I give my pupils the grade one book (either ABRSM or the Theory is Fun! workbook) and they work through it a few pages at a time. However, when they reach the end I (and they) don't feel that they really understand it all. They certainly wouldn't be ready for the grade one exam. So what should we do now? I don't like to give them all another grade one book because that looks a bit demoralising, nor do I want to spend time producing my own materials.

I just wondered how other people do it.

Thanks.

When we finish each workbook (I use Theory is Fun) we work through a set of past papers for the Grade. I usually use the first as extra teaching material, send them away to do the second paper but tell them to look up anything they're not sure about, and, if all is going well, get them to do the last two without looking anything up. If there are too many gaps we work through a second set of papers, but this is unusual.

After they've finished the workbook I give them lots of the AB's sample papers (well, one at a time, but lots by the end! ). Their instructions, right from the very first one, are to do their best with what they have in their own brain - so they're not allowed to look things up. Their answers then show me clearly which aspects are 'safe' and which need more explanation.

To avoid discouragement, I explain to them that the marks for the first couple of papers are not likely to be at all brilliant, but that the point is to try to beat one's own record in each subsequent paper. There is no problem with this, and the pupils really enjoy seeing their score improve as the exam approaches.

With those who find theory difficult (or certain aspects) we do extra work in lessons, verbally going through some sample theory papers which I made up myself - I did 6 for each grade, 1-5, when the new-style theory papers came out and there were none of the right sort available to buy, and I've found them really useful over the years!

Wow Jo. That is exactly what I do (though we use the Ling NG books in preference to the AB books).

No looking up anything when they start the papers, and watch their scores go up each time as they get used to the way the questions are worded.

BTW Alison. Much that I really like the Theory is fun books, I don't feel it does give enough practice questions for them to be secure in the subject. I find the NG books are a little more child friendly than the AB ones, and has many more questions than the Theory is fun, though it's still not perfect. Lots to work through to get to the end.

I tend to get them to work through all of the Grade 1 NG book...then the practice exam papers. Seems to take an age but they really know the stuff by the end of the book.

When we get to the Grade 2 book, I split each question in half. If they get the first half 100% correct, I strike off the 2nd half. After all, I only need to know they understand the question. I'm finding it tough going getting most of them to work through the whole lot. Just takes too long.

On the other hand, if I used the theory is fun, I reckon I would be supplementing all the time.

I've got mostly teenagers and I use the AB books. I explain how to do the exercise, work through one exercise for them, explaining as I go, then they work through the next example while I guide them, and then they do the rest on their own. I use a lot of explanation and demonstration, relate the theory to practice, and I make my own supplementary sheets if needed. I also use supplementary books, again only if necessary. At the end of each workbook I give a past paper to work (I use the most recent set). If they are okay then I move on to the next grade. When we get to Grade 5 I try to allow enough time for them to work through all the papers from the previous year and revise any sticky points.

These are really useful comments. Thanks. I obviously need to get hold of some past papers now. If anyone has any other ideas though I'd still love to hear them.
Thanks very much to everyone.

I don't tend to start with theory workbooks until about half of the syllabus has been covered naturally as a result of learning to play and read the music.

I do use past papers to make sure that everything is understood. A set of past papers will show up any weak area so that I can go over whatever the problem is again.