I've just had the result for my Grade 6's piano exam. 117, which is 2 marks less than I estimated, but 2 marks more than she estimated herself. The problem is, I know she'll be dispappointed in reality, as her G4 was 120 and G5 125, with the comment that a better grasp of musicality would lead to a distinction. Both these exams were with another teacher, which is not exactly going to make me look brilliant. There were quite a few things that I would have liked her to improve in her pieces, particularly in regards to a lack of dynamics and overall passion, but sadly it never seemed to happen. Her scales were fine until it got to minor contraries, when she could just never get it together. In the exam she just gave up on the contrary and said I'm sorry, I've completely forgotten . Any ideas of how to break this one without sounding like I'm making excuses for my teaching methods. She's 16 and sister is at uni studying music.

First wait for the mark sheet as this will give you a starting point for discussion.
It's quite possible that the examiner's comments will reflect what you had already said about dynamics etc. which proves you right rather than shows you as a teacher who didn't know what is expected.
It's also possible that the scales disaster was the thing that took the mark below the 120.

I think that you should remember as well that there is a big jump between grade 5 and grade 6, and whilst I can see what you mean about 117, it is still a good pass at grade 6, and I would emphasise this to the pupil. Just a point, personally I don't actually mention as numbers what I expect a pupil to get, and if asked I generalise!

I think the fact that your estimate was so close vindicates you, even if the mark was lower than in the past - but it wouldn't be unusual for a Grade 6 mark to be lower than a Grade 5 mark, especially if what is lacking is musicality. But it's no bad thing that you seem to have been right, in that maybe next time the pupil will pay closer attention to your pre-exam advice as to how to improve if she wants to get over 120 again in the future.

There is a huge leap between Grade 5 and 6 in terms or musical maturity. Of course there are pupils who prove that wrong and get a merit in their grade 5, skip grade 6 and then pass grade 7 with distinction, but that is not the normal pattern. The demands on technical work go up exponentially, and at the same time you are expected to produce an individual performance too.

Don't knock yourself. Talk things through with your pupil. Learn through this and go forward.

Emphasise the mark being higher than expected, and using the comments from the mark sheet, focus on things done well, then highlight some areas for improvement. As others have said, if it was musicality that was reducing the marks for the previous exams, it is likely this has been a factor this time. Point out that musicality is more important the higher the grade you take, and that is reflected in the mark scheme.

117 is what I got for grade six, and I was delighted. I thought I'd failed.

It sounds like you both guessed just about right! 117 at grade 6 is a great achievement and I'm sure she won't be gutted, especially as she knows she messed up her scales. I agree that discussing both the good and bad points is the best way forward.

I have been told by an examiner that they are not allowed to give 119, which is what you had estimated, likewise any mark that is 1 below a pass or distinction. In these cases, they would consider the overall impression of the whole exam before deciding in which category overall the candidate demonstrated their performance.

Also, the marking criteria change at Grade 6, so that everything which previously would have got a merit, now only gets a pass (more or less), so in fact a higher level of technical competence and musical communication is deemed necessary, just to pass in the first place. In the light of these, your candidate seems to have performed fairly consistently in relation to past grades, and as your prediction was pretty close, it seems you have a fairly good idea of both the required standard, and where she could improve. No need to doubt your teaching ability, and you have plenty of factual information to show your pupil to back this up.

I have found it helpful to actually show candidates the marking criteria from "These Music Exams" and sometimes they do their own self assessment in relation to these. This does seem to make them consider in greater detail the work required to get the marks they want. As other people have already said, a good solid pass at Grade 6 is not to be sniffed at, it is a good achievement.