Managing RAD Exam Results
Every year I question whether the exam process with the RAD is still working for me & my students.
I try my best to manage expectations of results and every year I experience some disappointed children & parents.
The RAD exams that the children are doing at Pointe Works are for recreational hobby dancers. They are inclusive and aimed at children attending one or two times a week. (There is also a separate Vocational Syllabus, but I do not offer that) So the exams from Grades 1 to 4 are studied across 2 academic years, with an optional exam at the end of this. RAD exams are much harder than most children or parents realise. The examinations are regulated in England by Ofqual on the Regulated Qualifications Framework. Grades 1-3 are equivalent to GCSE’s at grades 1-3 and Grade 4 is at GCSE grades 4-9. There is a really high bar for Gold: Passing requires 40 out of 100 marks. Globally, most prepared students pass, achieving a Distinction (75+ marks) is very rare and difficult. Only about 25% of students worldwide earn a Distinction.
Cumulative Scoring: The mark scheme checks multiple technical areas (like posture, timing, and expression) across every single exercise. If a dancer has a habit like poor posture, they will lose points repeatedly throughout the exam.
Time Commitment: The RAD expects a minimum of 70 hours of study time per grade. If a student only takes one class a week, it takes up to two years to properly prepare for a single exam.
Why do we do RAD exams?
They are ‘level markers’, proofs of progress if you like, and they provide some external feedback & ensure the training we are doing is on track.
They provide a clear goal to work towards.
They give the children experience of preparing for and performing under pressure.
They teach resilience, to keep going when things get tough or when things don’t go perfectly
They encourage a level of focus & commitment that is hard to achieve any other way
What are the goals of studying for exams?
My goal is not to produce an exam candidate. It is to help children develop a love of dance and to develop as people.
The reason we work so hard for these exams, isn’t just for the mark, it’s because each class makes them stronger, more confident, more disciplined & better learners.
What role do results play?
Results are measuring progress within a syllabus – a marker in the sand. I’m not saying they don’t matter, but the process matters much more.
Ideally, the training develops technique, artistry, discipline & self-confidence. The exam gives the opportunity to demonstrate that learning to an external examiner, the results provide feedback & recognition of where they are at that moment. They use that feedback to continue improving. The problem is when the result becomes the only thing they focus on.
Results are just a snapshot of one performance on one hour of one day. It cannot measure passion, resilience, determination or their progress from the start of the course to the end. The results they receive do not mean any hard work was wasted, it’s just giving feedback on areas for development. Of course, ability isn’t a fixed thing and if they can stay curious, accept feedback but most of all not let an exam result convince them they are not capable, then we are winning.
If our ability depended on one exam, none of us would ever improve. If we attach meanings around self-worth to the results, we are missing a much more valuable piece:
Instead of asking, ‘What mark did you get?’ can we ask, What did I learn from this process? What improved? What am I proud of? What am I going to work on next?
If we focus on the gap – i.e. between the mark we got & the one we wanted, we miss all the gains. This is tricky in a society that seems hell bent on celebrating outcomes. I believe we’d be far better focussed on effort.
Managing disappointment
Disappointment is not inherently bad, it can help them grow. It can either inspire them or crush them, but it’s their ability to bounce back that builds grit and lasting self-worth.
Let’s shift the focus onto developing their ability not proving their self-worth. Let’s value the learning not the grade. Ballet is made up of so many things, musicality, artistry, commitment, physical facility, consistency, coachability, resilience and of course a love of dancing!
In the world we live in now, rewards come quick, but ballet is a seed not a quick switch. You plant it & then you have to nurture it & watch it grow.
I am incredibly proud of every one of my students, not because of their grades, but because I’ve watched them show up, practice, persevere even when they thought they couldn’t.
Those qualities matter so much more than any number on an exam sheet. The journey is far bigger than the result. I want them to keep believing in themselves, because I do.
My priority isn’t producing high exam results, it’s helping children develop a lifelong love of ballet & self-worth. If this RAD exam process is supporting this, then it’s worthwhile, but if results continue to erode confidence despite my best efforts, then perhaps, we need to rethink how or if we use these exams at all?