I'm sure this is another repeated topic, but what is everyone's thoughts on when to enter for ABRSM exams? Do you prepare a pupil with all 3 pieces polished before the entry date? Or perhaps get 2 out of 3 pieces ready by the deadline?

It seems to be quite a careful balance in timing, trying to avoid the pupil getting too bored with the pieces and at the same time realising that some pupils need the deadline to push them forward.

Also, do you wait till all 3 pieces are 'passable' before entering or hold on till you know they're 'merit' or even 'distinction' level? I've heard of other teachers that will only enter when their pupil is at distinction level, but equally worry that I might be entering pupils too soon.

All advice gratefully received!

A lot depends on the pupil, temperament, boredom threshold, motivation etc. In some cases, 3 months is long enough, longer and everything goes stale. In others 9 months is hardly long enough before entry is made. I will not even teach the pieces until all the other elements are well known, and aural tests and sight reading well on the way to full marks. The set pieces then usually are studied unhindered by the worry of the scales etc. which are often dreaded by pupils. Busylizzie

Knowing the individual is pretty important. We need to know how quickly they can learn new music and how long it takes hem to get it to performance standard. We also need to know whether they are the type to rise to a challenge, as we often see an upturn in effort when a challenge is presented. I wouldn't always hold back because supporting tests are not wonderful. They may never be. I place my main emphasis on the playing. Sight reading can pick up in Grades 4-6, having been poor up to that point, but a candidate can still get a good mark in an exam when this is not a strong point. Generally - but there is no rule for all - I'd be happy to enter when most parts of the exam are just below a pass standard. That seems to leave just about the right time for most of them to push ahead and do themselves justice. Some may only just make it, and others will keep improving till they get distinctions, but to wait till a really good mark is guaranteed by the entry date means they will spend the next couple of months learning nothing.

Hello everyone!

I find this is a difficult balance to get as well. I find myself entering them when they are almost ready, so when all scales are known and all pieces can be played hands together. Then after they are entered all I have to work on is the performance of the pieces and scales and making sure they are happy with sightreading/aurals.

The very first few that I entered, had everything perfect before I entered them, and I found that they then got bored of the pieces and that they weren't as good by the time of the exam - so will not be making that mistake again!

For me it's a bit of a learning curve as I haven't been teaching for a long time (just over a year!)

There was quite a long and comprehensive thread on exactly the same topic not that long ago - I can't find it at the moment, but someone else might be able to. I'm sorry; I just haven't got the energy to repeat what I said then this morning!

I don't think there is any hard and fast rule for any teacher or pupil. The length of time between entry dates and exams varies in any case from country to country. Our entries have to be in by early or mid March and the exams are mid June. So I use quite different ctriteria from that which I would have used in England.

If you have scales on the go as a matter of course and if the aural and sight reading are regularly practised I think you just have to assess how long the pupil will need to get the pieces to a good standard. It is better to be too ready than not ready enough. You can always rest exam pieces. I sometimes tell my pupils not to play them at home but only in lessons with me. Then I give them other pieces to play with similar difficulties in them.