The Two-Board Reality

Most UK music schools work with two major exam boards: the Associated Board of the Royal Schools of Music (ABRSM) and Trinity College London. Some pupils and teachers have a strong preference for one board over the other, while others switch between them depending on the instrument, the syllabus, or the timing of exam sessions. Running both boards simultaneously is the norm rather than the exception, and it creates a coordination challenge that requires careful planning.

ABRSM and Trinity have different exam session dates, different entry deadlines, different fee structures, and different syllabus requirements. A school entering 80 pupils across both boards in a single academic year might be managing six or more separate entry windows, each with its own closing date and fee schedule. Miss a deadline by a day and the entry is lost, leaving the pupil waiting months for the next available session.

This guide covers how to manage exam coordination efficiently, from long-term planning to the day of the exam itself.

Managing Parallel Exam Calendars

ABRSM typically runs three main exam sessions per year: spring (roughly February to March), summer (May to July), and winter (November to December). Trinity runs sessions on a broadly similar schedule but with different specific dates and regional variations. Both boards also offer diploma sessions and performance-based alternatives such as ABRSM's Performance Grades and Trinity's digital submissions.

Building a Master Calendar

The foundation of effective exam coordination is a single master calendar that captures every relevant date for both boards. This should include entry opening dates, entry closing dates (including late entry deadlines and fees), practical exam session windows, theory exam dates (ABRSM online theory is available year-round, but many teachers still target specific preparation windows), and results release dates.

This calendar should be built at the start of each academic year and shared with all teachers. When a teacher knows that ABRSM entries close on 10th January for the spring session, they can make readiness decisions in November rather than scrambling in the first week of January.

Entry Deadlines and Late Fees

Both boards charge higher fees for late entries, and both have hard cut-off dates after which no entries are accepted. ABRSM's late fee is typically an additional £26 to £36 depending on the grade, and Trinity's varies by region. For a school entering 40 pupils in a single session, late fees could add over £1,000 to the total cost. Tracking deadlines rigorously is not just good practice, it directly protects your families' budgets.

Theory Prerequisites and Preparation

One of the most common sources of confusion for parents, and occasionally for less experienced teachers, is the theory requirement for higher practical grades.

ABRSM Theory Requirements

ABRSM requires pupils to hold Grade 5 Theory (or an accepted alternative such as Grade 5 Practical Musicianship or a Music GCSE) before entering for Grades 6, 7, and 8 practical exams. This requirement catches families off guard regularly. A pupil who has sailed through Grades 1 to 5 on their instrument might not have touched theory at all, and suddenly faces a significant hurdle before they can continue their practical progression.

Trinity's Approach

Trinity College London does not impose a mandatory theory prerequisite for higher practical grades. However, Trinity does offer its own theory exams, and many teachers recommend theory study alongside practical work regardless of the board. The absence of a formal requirement does not mean theory is unimportant; it means the timing is more flexible.

Planning Theory Alongside Practical

The best music schools introduce theory work early, ideally from Grade 1, so that pupils build their knowledge gradually rather than facing a concentrated cramming period before Grade 5. Group theory classes are an efficient and cost-effective way to deliver this, and they also create a social element that one-to-one instrumental lessons lack.

Start theory early. A pupil who reaches Grade 5 practical without any theory background faces six months or more of catch-up work before they can enter Grade 6. That delay frustrates families and disrupts your teaching schedule.

Entry Management and Logistics

Processing exam entries for dozens or hundreds of pupils requires a systematic approach. Errors in entry forms can lead to incorrect exam allocations, wasted fees, or pupils turning up at the wrong venue.

Gathering Entry Information

For each entry, you need the pupil's full name (exactly as it should appear on the certificate), date of birth, instrument, grade, chosen pieces or repertoire list, and any access arrangements for pupils with additional needs. Collecting this information from teachers, cross-checking it against the board's requirements, and submitting it accurately is a process that benefits enormously from standardisation.

Fee Collection

Exam fees vary by grade and board. As of recent sessions, ABRSM Grade 1 is approximately £55, rising to around £130 for Grade 8. Trinity's fees are broadly comparable. Most music schools collect exam fees from parents separately from tuition fees, either as a one-off payment at entry time or added to the following term's invoice. Whichever approach you use, clarity is essential so parents know exactly what they are paying for and when.

On the Day

Exam day logistics include confirming the venue and time with each family, ensuring pupils have their music and any required identification, arranging warm-up space where available, and managing the waiting area. For younger pupils, this also means coordinating with parents about drop-off and collection times. A simple exam-day checklist, sent to parents a week before and again the day before, reduces anxiety for everyone.

Results Tracking and Progression Planning

After the exam, results typically arrive within a few weeks. Both boards provide detailed mark breakdowns that teachers should review with pupils and parents. A distinction is excellent, a merit is solid, and a pass means the pupil met the standard but has areas to develop. A near-miss is an opportunity for a constructive conversation about preparation and next steps.

Building a Progression Record

Over time, a pupil's exam history tells a story about their musical development. Tracking grades achieved, marks by section, instruments studied, and theory progress creates a comprehensive record that supports teaching decisions and helps parents see the value of their investment.

This record is also valuable when pupils apply for music scholarships, school music programmes, or junior conservatoire places. A well-documented progression history, including performance grades and theory results, strengthens applications significantly.

Key Takeaways

Maintain a master calendar covering both ABRSM and Trinity deadlines, updated at the start of each academic year.
Start theory early to avoid the Grade 5 bottleneck that delays practical progression under ABRSM.
Standardise entry collection with a consistent form or digital process to reduce errors in names, grades, and repertoire.
Communicate exam fees clearly and collect them separately from tuition to avoid confusion.
Track results over time to build a progression record that supports teaching, parent communication, and scholarship applications.
Share logistics early with families, including venue details, warm-up arrangements, and day-of-exam checklists.