The question of "exam slips" came up on the parents' Forum. It's very helpful to be able to give the examiner a slip of paper listing your exam pieces in order. If you haven't got a copy of the printed syllabus (free from music shops) I expect you can find it on the exam board's Web site (haven't checked). That will enable you to list the pieces under their A, B, C headings, and exactly as they appear in the syllabus, to make it as easy as possible for the examiner to identify them.

I started getting the candidates I accompany to fill in a slip once I realised what a time-waster it could be in the exam if the examiner had to get the info verbally from the candidate. Half of them couldn't even say who the composers were without looking, and sometimes it's not obvious from the page where the piece appears. My prepared slips have a place for the candidate's name, instrument and grade, then columns for the number of the piece in each list, the composer's name and the title, e.g. List A No.1 Bach Allegro. It's in all our interests to have the exams running well to time.

I think it's best to list the pieces in their A B C order, but that doesn't mean you have to play them in that order. Just tell the examiner what order you want to play them in. Bear in mind that you can do the various tests in any order you like, but accompanists are only allowed to be in the room while they are playing. If you choose to play e.g. your scales first the accompanist will have to lurk outside until you have finished them!

In our centre they used to make us write them down, but I don't know if they still do any more!

This is a good idea - if nothing else it helps the candidate to think about what they're doing in terms of getting music ready etc.

However, I have known examiners who have actually preferred to engage the candidate by asking about the music rather than just reading the list. So, excellent to write the list but don't be surprised if the examiner checks out the choices etc too. It's not a bad way for the examiner to talk to the candidate and, I guess, appear interested in them!

That said, the singing syllabus states that singers should take in a list of their songs (the List and number as well as title/composer), to save the examiner searching through huge lists (often in foreign languages) to find them.

Theoretically this is an excellent idea, but I prefer my candidates to tell the examiner what they are playing - rehearsing it several times so that they don't stumble over pronunciations, of course! The pupils do seem to actually enjoy preparing what to say, getting their tongue round awkward names etc!

I think, as oboist says, that this gives an immediate opportunity for some interaction between candidate and examiner other than the opening greetings. Timekeeping shouldn't be an issue if the candidate has been properly prepared and knows what to expect during the course of the exam.

That's fine if you have time to prepare them in that way. A lot of the candidates I accompany are either learning in groups (where each would need to be rehearsed individually) or learning with teachers who don't appear to give the matter any thought at all. The candidates or their parents are paying me to rehearse the music and I wouldn't feel justified in adding to the bill for something that can be tackled in another way.

That's true.

I don't have a very positive view of the usefulness of "should" or "ought"...