focus on exams june 2012
TRANSCRIPT
Issue 2 – June 2012
ExamsFocus on
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Contact details
Examinations Department 36 Battersea Square London SW11 3RA United Kingdom
tel: +44 (0)20 7326 8000 fax: +44 (0)20 7924 3129 email: [email protected]
www.rad.org.uk/examinations
Original Design: Consider This Typesetting/Translation: ITR Printer: MWL Print Group Ltd Photos: Elliott Franks (cover, p14), Robert Hamlin (p1), David Tett (p8, p25)
ROYAL ACADEMY OF DANCE, RAD, RAD PRE-PRIMARY IN DANCE and RAD PRIMARY IN DANCE are registered trademarks ® of the Royal Academy of Dance. RAD INTERMEDIATE FOUNDATION, RAD INTERMEDIATE, RAD CLASS AWARD and RAD SOLO PERFORMANCE AWARD are unregistered trademarks ™ of the Royal Academy of Dance. The use or misuse of the trademarks or any other content of this publication, without prior written permission from the Royal Academy of Dance is strictly prohibited.
Welcome
Welcome to the sixth edition of Focus on Exams, an RAD publication dedicated entirely to examinations matters. Issued three times a year with Dance Gazette, Focus on Exams has replaced Technical Supplement as well as incorporating some of the information previously contained in diary and similar publications around the world. It allows the Examinations Board to communicate more regularly and directly with teachers and candidates, and is your first point of contact for examinations news, updates on syllabus content, exam procedures, policies, regulatory information and anything else of relevance to anyone involved with, or planning on entering for, RAD examinations. We hope you enjoy reading this issue!
Dr Andrew McBirnie Director of Examinations
We are always keen to know what you think – about this publication, the new syllabi or any other aspects of the Examinations Board’s work. Please contact us at [email protected]
REGULATORY AND EXTERNAL
Ofqual – General Conditions of Recognition
Representatives from the Office of Qualifications and Examinations Regulation (Ofqual) visited the Academy on 15 December 2011 to brief the senior Examinations team and the Trustees on their responsibilities with regard to the General Conditions of Recognition and the Statement of Compliance. A letter of acknowledgement and thanks from Ofqual was subsequently received.
Work to achieve compliance with the Conditions is now almost complete. On 22 March 2012 the Chair of the Board of Trustees, Kerry Rubie, signed the Statement of Compliance, which was submitted to Ofqual on the same day. A letter of acknowledgement was subsequently received. The Statement confirms that the RAD is compliant with all of Ofqual’s Conditions of Recognition except for Condition A6, which relates to risk management. An action plan is in place to achieve compliance with this Condition by September 2012.
Ofqual – ‘mystery shopping’ exercise
Ofqual carried out a ‘mystery shopping’ exercise during September and October 2011, in order to test the customer service levels offered by awarding organisations based in England (of which there are approximately 180). The results of this exercise across all awarding organisations have now been published by Ofqual.
In addition, we received a report outlining the scores achieved by the RAD. We are delighted to be able to report that the RAD scored above average marks overall.
www.ofqual.gov.uk
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Scotland
The first RAD examinations accredited in Scotland by the Scottish Qualifications Authority (SQA) were awarded in January 2012. Scottish versions of the Specifications have been published online.
Work to update all relevant documentation and bank it with SQA Accreditation by 5 April 2012 was completed on target.
The project to map the new Scottish qualifications onto the Scottish Credit and Qualifications Framework (SCQF) is being taken forward by Jacqueline Ferguson, the Examinations External Affairs Consultant. It is anticipated that this project will be completed within the next 2-3 months.
Following the incorporation of Graded and Vocational Graded Examinations in Dance within the UCAS points tariff in July, UCAS has confirmed that this recognition has now been extended to the new Scottish qualifications.
www.sqa.org.uk/accreditation
14-16 Schools Headline Performance Tables in England
In late January, the UK government announced that a number of qualifications would be excluded from the 14-16 Schools Headline Performance Tables in England from 2014. This caused quite a bit of media interest, most of which was focused on courses in horse management and fish husbandry; to this they might well have added ballet, as Graded and Vocational Graded Examinations in Dance are among the qualifications excluded. However, Graded Examinations in Music at Level 3 (Grades 6-8) have been included, even though the dance organisations were told that any qualifications at Level 3 were automatically considered out of scope.
In order to try to redress this perceived injustice, an open letter to the Secretary of State for Education, signed by various dance awarding organisations and industry bodies, was released via the Council for Dance Education and Training (CDET) on 3 February. A response from the Schools Minister, Nick Gibb MP, was received in early April. Both letters are available to view on the RAD website.
The current arrangements, whereby schools and colleges may claim credit for Graded and Vocational Graded Examinations in which their pupils may have been successful, provided they have made a significant contribution to the dance training of those pupils, will remain in place until 2014. This contribution could take a variety of forms, such as allowing pupils to have time off school to attend dance classes or providing resources for the pupils to have dance classes.
Each school and college in England has a National Centre Number (NCN). If teachers consider that a candidate’s school or college has made a significant contribution to the candidate’s examination, they should let them know that they may claim credit for RAD examinations taken by their pupils which can contribute to their Achievement and Attainment tables (League Tables). In cases where schools/colleges wish to claim points, teachers should indicate the candidate’s NCN on the Registration form GEF5 Part B, so that the data we submit to the education authorities can be linked to the data submitted by the school/college.
www.education.gov.uk/a00199649/response-to-the-consultation-on-14-16-qualifications-and-performance-tables
UCAS tariff points
The Examinations Board has received several enquiries regarding Universities and Colleges Admissions Service (UCAS) points for RAD examinations, and how they can be used as part of applications to University and Higher Education Institutions (HEIs) in the UK. In general, enquiries about UCAS application procedures should be addressed to UCAS rather than to the RAD. However, we hope the following information is helpful for UCAS applicants who wish to use their RAD examinations as part of their UCAS tariff score, as well as their teachers and parents:
Universities and colleges publish entry requirements for their higher education courses. Many will offer places subject to applicants meeting specific conditions. These conditional offers are generally made based on:
1. UCAS tariff points2. qualification grades3. a combination of 1 and 2.
Entry for certain courses may require a minimum level of performance in particular subjects. For example, a mathematics degree may require applicants to have a minimum of a B grade in A level mathematics.
Which dance qualifications qualify for UCAS tariff points?
UCAS tariff points for RAD Graded and Vocational Graded Examinations in Dance at Level 3 have been confirmed, meaning that candidates who have achieved a Pass or higher at Grades 6-8, Intermediate or Advanced Foundation can use their exam result as counting towards their UCAS points tariff when applying to a university or HEI in the UK.
Do all universities accept UCAS tariff points?
All entry requirements for specific courses are at the discretion of the individual university or HEI. If a qualification does not currently attract tariff points, applicants can refer to the UCAS Course Search to view the entry requirements for all courses of interest. The university or college you are interested in may accept your Level 3 qualification as an appropriate entry route even if it does not attract UCAS tariff points.
Many HEIs offer places subject to applicants meeting specific conditions. These conditional offers are generally made based on tariff points, actual qualification grades or a combination of both; however there is no obligation that they use the UCAS Tariff. For example, in 2010, 54.6% of all offers made through UCAS used tariff points or a combination of tariff points and qualifications, 16% of UCAS members made tariff offers to all their applicants, whilst 39% did not refer to the tariff at all, in any of their offers.
Full details, including the points allocations, can be found at:
http://ucas.com/students/ucas_tariff/tarifftables/#dance
Australia
RAD Examiner Marie Walton-Mahon has been appointed by RAD Australia to carry out a scoping project to determine whether RAD Australia should seek to become a Registered Training Organisation (RTO) and hence able to deliver RAD examinations as units of competency on the National Dance Qualifications framework.
www.ibsa.org.au/training-packages/by-name/live-performance-cua11.aspx
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POLICY UPDATES AND REMINDERS
Specification documentation
Version 4 of Examinations Information, Rules and Regulations (Version 1 in Scotland), and revised Specifications for Graded Examinations from Grades 1-8 and Vocational Graded Examinations from Intermediate Foundation to Advanced 2, are now available to download from RAD websites.
Examinations Information, Rules and Regulations is your first stop for official information and guidelines about everything related to RAD examinations, from registration and entry procedure at one end, to results and certification at the other, via such matters as regulatory information, examination procedure, centre requirements, timing of exams, minimum age levels, withdrawals and refunds, equality of access, malpractice and a host of other essential information. The associated Specifications for various levels of examinations and assessments detail examination content, formats, markschemes, uniform and resources.
A summary of the most important changes between the previous and current versions of these documents is set out below:
Reference Details
Examinations Information, Rules and Regulations
1.5.4, 4.2.3, 5.9 Information included about Solo Performance Awards, available from January 2013
1.8 Information about communications and publications
2.1.3 (SQA Accreditation version)
List of Scottish qualifications offered
2.3.5 (Ofqual version) Full regulated titles of qualifications now used
2.6 Universities and Colleges Admissions Service (UCAS) information
3.3.5, 3.4.4 Identity of the Applicant
3.3.7 Clarification that an Applicant entering candidates for AEC exams undertakes to ensure the identity of candidates
3.3.18 – 19, 4.1.1, 5.6 Information about Demonstration Classes
3.3.21 Provision of information and services to Applicants
3.4.7, 3.5.15 Revision of policy regarding action taken by the RAD if any or all of the Conditions of Entry are not met
3.5.4 – 6 Costing examination sessions (see ‘Examination costs’ section below)
4.1.2 Clarification that minimum age policy applies to all assessments and classes
4.4 Examination timings: expanded and updated
4.6.5 – 6 Revised minimum requirements for Approved Examination Centres, particularly with respect to size and flooring
4.7.9 Teacher operating the CD in examinations
4.8.1 Examiner transport
Reference Details
5.5.3 If Free Movement is performed in bare feet, convertible tights must be worn
5.12 Information about running Intermediate Foundation and Intermediate examinations in Approved Examination Centres
5.15 Injury to candidates
5.17 Cancellation of examinations by the RAD
6.2.4 Advice that failure to pass on Certificates or results to candidates in a timely manner may constitute malpractice
6.2.8 Clarification that results will only be released to the Applicant
Specifications
1 Objectives and Fitness for Purpose included
2 Unit details included
6 Leotards: any matt effect fabric
Specification: Level 3 Certificates in Vocational Graded Examination in Dance: Intermediate and Advanced Foundation Specification: Vocational Graded Examinations in Dance: Intermediate and Advanced Foundation (Scotland)
3.3 Intermediate Allegro 5 – delete ‘in pairs’ and insert ‘solo’ Free enchaînement vocabulary: Sissonnes fermées and ouvertes en avant and en arrière
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2Specifications for RAD examinations in Scotland
Following the RAD’s accreditation from the Scottish Qualifications Authority for its examinations in Scotland, new versions of the Specification documentation for these new Scottish qualifications have been produced and are available to download from the RAD website. Owing to the similarities between the qualifications offered by the RAD in Scotland and the QCF versions offered in all other countries worldwide, the differences in the Specification documentation are slight, and relate mainly to the regulatory information and the titles of the qualifications.
Specification for new Grades 1-3 syllabi
A Specification for the new Grades 1-3 syllabi launched in January 2012 has been published. It is available in nine languages (English, French, German, Greek, Italian, Japanese, Portuguese (European), Spanish (European), Simplified Chinese) and is available for download from:
www.rad.org.uk/article_green.asp?id=492&realCat=430
The new Grades 1-3 syllabi will be examined from 1 January 2013.
Minimum ages
As you will be aware, the Examinations Board announced in February 2011 that from January 2013 we would be revising the policy on minimum age requirements for all RAD Examinations, Presentation Classes and Class Awards.
The reasons for making this change have been explained and discussed at length in previous issues of Focus on Exams and elsewhere. By ensuring that candidates are the appropriate ages when they take the exam and also while they are preparing for it, we will maximise their chances of success and achievement. There are also health and safety concerns related to children being trained and examined in work which is too physically demanding for them. This is particularly important given the recent and ongoing refreshing of syllabus content at Pre-Primary, Primary, Grades 1-3 and Intermediate levels. Put simply, the change ensures that all candidates have actually achieved the stated minimum age by the time they take their exam.
We have received a lot of feedback from RAD teachers worldwide regarding this change of policy, and after a careful review of all feedback, we have taken the decision to revise the policy and make the following amendments.
There will now be two dates of reference by which candidates must have reached the minimum age, depending on the time of the year of the examination tour.
The policy will be as follows:
• For examination sessions between 1 January and 31 July, all candidates must have reached the minimum age by 1 January in the year in which they take the exam.
• For examination sessions between 1 August and 31 December, all candidates must have reached the minimum age by 1 August in the year in which they take the exam.
For any sessions which fall over both periods (31 July / 1 August) it will be necessary to allocate them to one half of the year and confirm which minimum age reference date will apply. Sessions will remain so allocated even if their dates change from year to year; this is to ensure that candidates are not penalised if a session is earlier than usual in a particular year. This information will be available to teachers on a regional / national basis.
It should be noted that this update to the change of policy should not affect teachers who have made arrangements in their schools to comply with the change of policy as it was previously announced.
We realise that this change of policy will impact significantly on some teachers’ businesses, which is why we gave a two-year lead in, so that the necessary arrangements in schools could be made. If any teachers are experiencing particular problems in making such arrangements, please contact the Examinations Department at [email protected] to explain your concerns, and we will be happy to consider ways in which we can help you manage the transition to the new policy.
Markschemes
From January 2013 the Examinations Board will bring markschemes for all Graded examinations from Primary in Dance to Grade 8 in line with those now being used for all Vocational Graded Examinations, and developed for the new Grades 1-3.
Examiners will use the same six generic elements of assessment, or assessment criteria, for all technical areas, including Free Movement and Character, to arrive at the component marks. This is different from the current approach, where different component marks are based on different elements of assessment.
These six generic elements of assessment are:
• Correct Posture and Weight Placement• Co-ordination• Control• Line• Space• Dynamic Values
(Members who attended one of the recent Launches of the new Grades 1-3 syllabus in London or Sydney may recall the Chair of the Panel’s memorable acronym: ‘CCC-LSD’).
Similarly, Examiners will use the same four generic elements of assessment for all Music and Performance components. These are:
• Timing• Responsiveness to music• Expression• Communication
The component marks themselves will undergo some revision in terms of which aspects of the examination they are applied to. All examinations, including Primary in Dance, will use a matrix of 10 component marks, each of which can be awarded a mark from 0 to 10, producing a total maximum mark of 10 x 10 = 100. (The one exception to this is Grade 8 which will continue to have 8 component marks, the final mark out of 80 being scaled up to 100. This is because of the different format of this exam.)
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Marks are determined by Examiners according to the following attainment descriptors:
0. No work was shown or incomplete work was shown
1. The candidate showed an extremely limited ability to achieve the elements assessed
2. The candidate showed a very limited ability to achieve the elements assessed
3. The candidate showed a limited ability to achieve the elements assessed
4. The candidate showed an adequate ability to achieve the elements assessed
5. The candidate showed a fair ability to achieve the elements assessed
6. The candidate showed a fairly good ability to achieve the elements assessed
7. The candidate showed a good ability to achieve the elements assessed
8. The candidate showed a very good ability to achieve the elements assessed
9. The candidate showed an excellent ability to achieve the elements assessed
10. The candidate showed an exceptional ability to achieve the elements assessed
The most significant change will be for Primary in Dance, which currently has 20 marks each out of 5. From January 2013 this will come into line with other examinations, and will have 10 marks each out of 10.
Except where new syllabi are launched, none of this will affect the content of the examinations. Candidates will present the same work in the same format, and essentially Examiners will be looking for the same standards and competency as previously. However, we hope that this new approach to marking will be simpler and easier for teachers, candidates and parents to understand. Research evidence suggests that simpler, more consistent marking systems promote more reliable and consistent assessment, and Examiners are already reporting that they appreciate working with this new approach.
Changes to the Solo Seal Award markscheme have been introduced from January 2012 and are now in operation. Each section is now marked out of 10, rather than out of 5. Candidates need to achieve a mark of 8 or more in each section in order to attain the Award. Again, this change should not, in any way, affect how a candidate is taught – or, in essence, how they are marked. In this case, the change simply allows more discrimination in the marking.
A summary of these changes is provided below:
Examination level Jan 2012 Jan 2013 Sept 2013 Jan 2014 Jan 2015
Primary in Dance New markscheme
Grades 1-3 New syllabus launched
New syllabus examined with new markscheme
Grades 4-5 New markscheme
New syllabus launched
New syllabus examined
Grades 6-7 New markscheme
Grade 8 New markscheme
Intermediate Foundation & Intermediate
New syllabus examined with new markscheme
Advanced Foundation (male/female), Advanced 1 & 2 (female)
New syllabus launched
New syllabus examined
Solo Seal Award New markscheme
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Solo Seal Award – clarification of Variations
It has been drawn to our attention that there may still be some copies of the first edition of the Solo Seal Award DVD in circulation. This version of the DVD contains an error in the titling of the 19th Century Classical Repertoire Variations, Raymonda 2 and Raymonda 4.
Please refer to the following description of the starting sequences for each, to confirm the correct title of each Variation.
Raymonda 2:
Starts in corner 8 and moves on the diagonal towards corner 6.
Raymonda 4:
Starts in corner 6 and runs around the performance area to centre back.
Split sole shoes
The Examinations Board has revised its policy on the use of split sole shoes for Vocational Graded Examinations.
The new policy is that split sole shoes may be worn for all levels of Vocational Graded Examinations at the candidate’s / teacher’s discretion. This applies to soft ballet shoes, soft pointe shoes and pointe shoes, according to the Specification requirements for each level. (It should be noted that the use of soft ballet shoes remains prohibited at Intermediate and above.)
The use of split sole shoes remains permissible in all Graded Examinations, Class Awards and Presentation Classes.
While this is a change in policy, the RAD does not recommend the use of split sole shoes in classes or examinations, and their use remains discouraged. However, if candidates wish to wear them for examinations, they may do so.
This new policy is in force with immediate effect.
For further information on the use and effects of split sole shoes please see the article on page 13.
Other uniform matters
Please note the following corrections to the recommended examination uniform as published in the relevant Specifications (version 4).
• Grades 6-8: The ‘Burgundy’ colour leotard was omitted from the recommended uniform list.
• Intermediate Foundation / Intermediate / Advanced Foundation / Advanced 1 / Advanced 2: Black, Navy, Royal Blue and Purple can be worn for each of the above levels.
Where a new syllabus has a revision of uniform requirements associated with it, the RAD will permit candidates to enter examinations wearing either the old or the new uniform during the transitional period between the launch of the new syllabus, and the point at which it is examined, i.e. during the final year of the ‘old’ syllabus.
Examination costs
We have recently published some new information and advice about the ways in which teachers cost out examination sessions at their schools. In simple terms, this can be summarised as follows:
1. For legal liability reasons, the RAD recommends that examination fees collected by Schools from candidates or their parents on behalf of the RAD are paid into a separate account (not the School’s normal trading account) before they are forwarded to the relevant RAD office.
2. Where Schools or teachers charge candidates or their parents additional fees on top of the published examination fee, these must be separated out and it must be made clear that these are not part of the examination fee charged by the RAD.
No. 1 above is a recommendation only whereas No. 2 is a requirement. Further information about both these matters can be found in Examinations Information, Rules and Regulations (paragraphs 3.5.4 – 3.5.6) and in two new Members’ Briefings, Nos. 14 and 15, available from the Membership Department.
Policies and guidelines
In line with good practice, the Examinations Board reviews its suite of policies and guidelines on an annual basis, in order to ensure that all documentation remains current and fit for purpose, and reflects regulatory requirements. The following policies and guidelines have recently been revised and can be downloaded from the RAD website:
• Complaints, enquiries about results and appeals
• Customer Service Statement• Malpractice and Maladministration policies
and procedures• Conflicts of Interest Policy• Diversity and Equality policies and
procedures• Reasonable Adjustments and Special
Considerations policies and procedures• Policy and procedures for processing and
issuing results and Certificates
In conjunction with the review of the Reasonable Adjustments and Special Considerations policies and procedures, please be aware that the associated Notification of a Candidate with a Disability/Condition & Application for Reasonable Adjustments form and Special Consideration Application form have also been updated and are now available to download from RAD websites.
Please take some time to familiarise yourself with these new policies and use the updated forms with immediate effect.
Intermediate Foundation and Intermediate – examination formats
Teachers are reminded that male and female candidates may now be examined together in these examinations. In Approved Examination Centres, it is at the discretion of teachers whether candidates are set in all female groups, all male groups, or in mixed groups. However, it is not acceptable to separate male and female candidates where to do so would unnecessarily prolong the examination day. For example, where there are two female and two male candidates (either as a total entry at a certain level or remaining after other sets have been defined), these should be examined in the same set and not as two separate sets of two.
At RAD Approved Venues, candidates should be prepared to dance with candidates of either gender.
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2‘Dance to Your Own Tune’
We would like to remind teachers about ‘Dance to Your Own Tune’ – the dance curriculum designed for children of 2½ – 5 years.
Demonstration Classes may be included as part of the normal examination day at Approved Examination Centres, and scheduled accordingly. Please note that with immediate effect, Demonstration Classes can be included as part of the minimum number of hours of examination time. It is permissible to submit an entire entry consisting of Demonstration Classes, should a School so wish.
Although the curriculum is designed for children from the age of 2½, we recommend that they are only entered for Demonstration Classes from the age of 3 years and upwards.
The ‘Dance to Your Own Tune’ teacher’s resource pack, including a book, CD and DVD, can be purchased from RAD Enterprises. We anticipate that a redesigned product will be launched during 2013, although the content of the curriculum will not be changing.
Change of President’s signature on RAD Examination Certificates
At the time of going to print we are approaching the retirement of Dame Antoinette Sibley, President of the Royal Academy of Dance for over 20 years. By the time you read this publication a new President will have been elected following the Annual General Meeting on 26 April 2012. As you will be aware, the signature of the RAD President is a significant part of the design of RAD Examination Certificates and as such there will be a period of transition during which the Certificate design is amended to accommodate the new President’s signature. In order for there to be ample time to allow for amendments to the design, we foresee the amended Certificate containing the new President’s signature coming into circulation from September 2012.
Report for Teachers from the Panel of Examiners
The next Report for Teachers from the Panel of Examiners for Graded and Vocational Graded Examinations will be available to download from the RAD website from June 2012.
Results listings (results processed at RAD Headquarters)
In Focus on Exams October 2011 we advised that we were investigating the feasibility of sending all examinations results listings to teachers via e-mail, for all countries where results are processed in the UK. The RAD Examinations Board has now implemented this change and all results listings will be distributed via e-mail to the address stated on ‘Part D Applicant Details’ of the AEC1 and RAV1 entry forms.
FEATURE SECTION
Split sole shoes
by Moira McCormack
The split sole ballet shoe is here to stay. In such a shoe the body can balance more easily over a foot that can feel and hold the floor. Also, pointing the foot and ankle against so little resistance can show off the more flexible foot and allow the stiffer foot to readily use its available range. There is an easy feel to it. However, it gives very little support to the foot, and has nothing but soft canvas under the arch and thin, soft pads under the heel and ball of the foot.
The problem arises when the young dancer is moving from the soft shoe into pointework. The foot trained in split sole shoes does not develop the intrinsic strength it needs for pointework unless specific exercises are given to prepare and maintain the muscles within the foot. A firmer shoe naturally demands more work from the foot. The young dancer should also understand the mechanics of a strong, functional foot in degagé and en pointe.
In the correctly pointed foot the beauty of the line is seen in the curve of the ankle and the midfoot. The toes however should be straight and strong within the shoe, continuing the line of the leg in a degagé. En pointe the same mechanics apply and the dancer is supported by the pointed or plantarflexed ankle over strong straight toes and a rigid foot.
In an effort to achieve a good line students will often over-point, and curl the toes. The long flexor muscles of the toes overwork, with tension rising in the calf and compression in the back of the ankle. This use of the foot en pointe can create problems – over-stretching the top of the foot, compression around the Achilles tendon and sinking into the pointe shoe. Instead, the small lumbrical muscles which lie between the metatarsals, should activate strongly to hold the toes straight in the en pointe position. Their action is to plantarflex the joints between the metatarsals and the toes. In the weight-bearing position they allow the toes to resist the floor encouraging good weight placement through the forefoot.
In jumps, the toes perform the last part of the push off, producing the strong pointed foot in allegro. They are the first muscles to cushion the landing from a jump, lowering the weight silently down through the foot. With these functions in mind, it is important to strengthen the dancer’s foot early, with intrinsic exercises.
Strong feet go with strong technique. Balance and control of the body above allow the weight to be distributed correctly through the foot into the floor. Conversely, without strong feet it is difficult to develop a balanced posture above.
Foot strength can be compromised by shoes that are too small, and so meticulous attention needs to be paid to fitting. The lumbrical muscles are unable to function well in a tight shoe with curled toes, and soft shoes are often fitted too small. If the toes cannot hold the floor well, the weight is thrown back over the heels. Ill-fitting pointe shoes produce the same faults, and possibly more serious consequences.
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Wearing split soled shoes for class work and changing into pointe shoes for the pointe section demands too great a change in balance, feel of the floor and working of the foot. A pointe shoe would feel foreign after a thin, soft shoe and needs time to ‘wear in’. There is really no substitute for the broken down pointe shoe in this context. There are even professional dancers who still wear a full soled shoe for daily class to maintain strength within the foot.
A firmer full soled shoe is the preferred option for training the young foot and in Vocational Graded examinations the broken down pointe shoe not only looks more professional, but provides continuity for the foot.
Moira McCormack is Head of Physiotherapy at the Royal Ballet, and is a co-opted member of the Artistic and Examinations sub-Committee of the Royal Academy of Dance Board of Trustees.
New Intermediate Foundation and Intermediate syllabi
by Paula Hunt
The new Intermediate Foundation and Intermediate syllabi are now being examined; we hope the following advice from Examiners will be helpful for teachers and candidates. The relevant criteria points (elements of assessment) are given in brackets.
• Give musicality the importance it deserves from beginning to end, not just by being in time with the music but actually dancing to it, being part of it (Responsiveness to the music)
• Avoid the use of mannerisms, maintain pure form, keep it simple (Line)
• Understand the space of the venue; the Examiner is centre front, so think of the performance from the middle outwards to find an appropriate starting position – especially for the Variations (Use of Performance Space)
• Feel the beauty of the correct alignment en croisé and en ouvert (Line)
• Analyse the co-ordination required to show ease of movement and be aware of the importance of the arms anticipating the movement of the body and legs (Co-ordination)
• Apply accurate detail to all the Classical Poses (refer to The Foundations of Classical Ballet Technique, pp18-23) (Posture, Weight Placement, Control, Peripheral Space and Line)
• Understand the technical detail of all the Focal Steps required for the Free Enchaînement (Posture, Weight Placement, Turn out, Control, Line, Use of Space and Dynamic Values)
• Recognise the significance of the beginning of any exercise or Variation – the breadth, the eye line, the intent behind the movement, the pure physicality of standing still but being ready to move (Dynamic values)
Paula Hunt is Chair of the Panel of Examiners of the Royal Academy of Dance.
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SYLLABUS AMENDMENTS
The following amendments have been made to the recent 2012 reprint of Set Exercises and Dances, Grades 1-3 Ballet (first printed in 2011). Corrections have been underlined.
GRADE 1
p31 – A13: Dance B – male and female
Description of correction: Missing ‘&’ count.
&5-8 4 skips commencing left in small clockwise circle finishing facing 5
GRADE 2
p58 – B6: Transfer of weight
Description of correction: ‘Commence’ removed and ‘Can be 16 counts repeated’ added.
(Commence: removed)
Intro 2 counts
32 counts Focal steps – compulsory per setting. Running waltz steps forward Can be 16 Transfer of weight forward and back counts repeated Linking steps
Runs spins pause
p68 – B11: Turns and parallel assemblés
Description of correction: Amendment to direction numbering.
&1-6 6 Skips by half turn to right Arms free travelling toward 2 7 Step to right facing 1 8 Close parallel 1st
GRADE 3
p110 – C8: Transfer of weight
Description of correction: the word ‘bars’ replaced with ‘counts’ as follows:
32 counts. Focal steps – compulsory Can be 16 Running waltz step forward counts Simple transfers of weight in any repeated direction Step turn step de côté
p127 – C15: Dance A – female
Description of correction: missing space, added in the reprint.
8-1 Step to right to face 1_and place left Right arm through bras bas and 1st leg derrière into classical pose to low demi-bras
p132 – C16: Dance B – male
Description of correction: additional direction given.
1-4 Hold 5-6 Close 1st facing 1 and hold Arms lower to sides and through
demi-seconde to hands on waist fingers forward
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SUCCESSFUL SOLO SEAL AWARD CANDIDATES
September 2011 to March 2012
Congratulations to the following:
Australia
Jessica Brown
Canada
Yoshiko Kamikusa Lauren O‘Kell
Hong Kong
Tsang Pui Yu
Indonesia
Michael Halim
Mexico
Jazmin Diaz De Leon
New Zealand
Alexandra Cambie Dane Holland
Thailand
Fahsai Thaweesak
Errata
In the February 2012 issue of Focus on Exams, candidates Jordan Mullin and Courtney Macmillan were incorrectly stated as having been successful in the Solo Seal Award in South Africa in 2010. Both candidates were successful at the Solo Seal Award held in Brisbane, Australia in the same year.
ROYAL ACADEMY OF DANCE PANEL OF EXAMINERS
Chair of the Panel of Examiners
Paula Hunt New Zealand (Dual Examiner)
RAD Examiners
(examine Graded Examinations, Intermediate Foundation and Intermediate Examinations, Class Awards, and observe Presentation Classes and Demonstration Classes, in Approved Examination Centres)
Name Country of residenceMelanie Agar UKLynn Ahmad CanadaCarryne Algie New ZealandTanya Allen UKSandy Anderton UKMargarita Andreou CyprusSuzanne Arrigo AustraliaWendy Arshamian UKChristine Atkinson AustraliaSally Baddick UKCathy Ballinger South AfricaMargaret Barnes UKSusan Bethel UKValma Briggs AustraliaMichele Brooks-Daw UKJanet Burgess UKSandra Burnham USAHelen Burroughs UKOlivia Burvenich BelgiumCaroline Busuttil MaltaHilary Caldwell UKHelen Calman New ZealandFiona Campbell UKGillian Caplan UKDenise Caro South AfricaLay Na Chan MalaysiaDianne Cheesman South AfricaYui Kan Cheung Hong KongNoreen Chisholm UKUlian Chun Hong Kong
Name Country of residenceDale-Maree Coles AustraliaSharyn Constable AustraliaRobyn Croft AustraliaAnthony Croome UKDawn De Wit South AfricaSarah Dickinson UKAnnette Dirickx AustraliaLinda Dixon UKSusan Dukes UKLindsay Ellman-Brown AustraliaAnnette Fitzgerald UKFrances Flower UKTeresa Foster UKKaren Gage UKHannah Gentle GermanyTerry Grantner CanadaHelen Gray UKSonia Greco ItalySandra Griffin AustraliaJennifer Hale UKAnn Hallett UKKatharine Hamblin ItalyPaola Haro NicaraguaLynne Harrison New ZealandSara-Jane Hayden GreeceRobyn Hick AustraliaElizabeth Hill UKVal Hitchen UKAnn Holleran ItalyWendy Holt Canada
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Name Country of residenceSharon Howells New ZealandAgnes Huang Hong KongAmely Instance UKDeanna Irvine South AfricaRachel Jackson GermanyAndrea Jones UKJanet King South AfricaPauline King UKErna Kuenen UKAlice Kwong CanadaPaula Lau USAI-Shiang Liu TaiwanChuan Lu AustraliaKaren Macleod New ZealandWendy McElroy UKElizabeth McGirr AustraliaCatriona McLean UKLucia Millás BrazilJan Mills AustraliaJulie Mitchell UKHilary Moss UKChrishanthi Nagendra AustraliaYvonne Oldaker CanadaJanet Palmer UKMichele Pearson USATina Pilgrim UKCarla Pinchen UKAlison Pond New ZealandHolly Price UKKirsty Purvis UKGillian Quinn UKBarbara Quintaba ItalyTeresa Randall CanadaEileen Reeve ItalyVanessa Rendell UKLynne Reucroft Croome UKPhillipa Richards GreecePamela Richardson De Magalhaes
Brazil
Name Country of residenceTonia Robertson New ZealandSusan Robinson UKAnuschka Roes CanadaPaola Ronchi ItalyPenelope Rosete MexicoKazia Rudewicz UKMiriam Rushworth UKPatricia Saill AustraliaMary Schon UKDenise Shaw ItalyLesley Shearer USAFiona Sheehan UKSusan Shepherd UKTerry Simpson AustraliaSharon Smith CanadaKaren Stephens AustraliaJacqui Stuart UKTania Tang Hong KongBelinda Tanner GreeceDanielle Taylor UKChing Ching Teo SingaporePriscilla Teoh MalaysiaCynthia Too ChinaMonica Truffi BrazilSusan Tyne UKAnnette Uffelmann GermanyBeverley-Ann Valentyn South AfricaJudith Vardy USAAnna Veretennikova AustraliaVeronique Vleghert South AfricaRoberta Waal CanadaMonica Wardman AustraliaAngela Watkin USAAnita Watson SpainStephanie Webley ItalyShayne White AustraliaPauline Withers UKAudrey Wraight UKCristina Zatti Italy
RAD Vocational Grades Examiners
(examine Vocational Graded Examinations from Intermediate Foundation to Solo Seal Award in RAD Approved Venues)
Name Country of residenceMary Adams USAJadwiga Antony LuxembourgMarly Apoliano BrazilJohn Byrne AustraliaThérèse Cantine UKDiana De Vos AustraliaElaine Holland UKKit Lethby AustraliaHeather Long UKPatricia Moore UKJoyce Myroff South AfricaSue Nicholls New ZealandJean Nuckey UKJoahne O'Hara UKPhilip Pegler UKDeirdre Tarrant New ZealandBenita Whalley AustraliaDenise Whiteman UKDenise Winmill UK
RAD Dual Examiners
(examine in both of the categories above)
Name Country of residenceGillian Anthony PortugalValerie Bayley AustraliaMary-Jane Bellia MaltaPrue Bowen AustraliaRene Callis South AfricaJune Christian UKGillian Davis USABarbara Eversen AustraliaCeleste Fair South AfricaJacqueline Ferguson UKCynthia Fisher CanadaAnne Fraser AustraliaSusan Graham GreeceWendy Green FranceHilary Kaplan AustraliaLynnette Kelley CanadaIzumi Kimura JapanFanny Ko CanadaSheila Laing AustraliaIlara Lopes BrazilClare Merchant-Andreou CyprusJune Mitchell UKRosana Presente BrazilJoy Ransley AustraliaElaine Rea UKRaul Sauz PhilippinesCarole Speirs New ZealandPatricia Stirling AustraliaMarie Walton – Mahon AustraliaJacqueline Wells South AfricaDebra Whitten AustraliaSylvia Wu Hong KongIsabel Yuan Canada
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SUK Headquarters36 Battersea SquareLondon SW11 [email protected]
Director of ExaminationsDr Andrew McBirniet: +44 (0)20 7326 [email protected]
Head of ExaminationsGillian Sowerbyt: +44 (0)20 7326 [email protected]
Examinations Operations ManagerGemma Coxt: +44 (0)20 7326 [email protected]
Examinations Results ManagerMark Rogerst: +44 (0)20 7326 [email protected]
Examinations Resources ManagerTatum Dunnt: +44 (0)20 7326 [email protected]
Examinations Officer(London, Middlesex and UK Specials)Sandra Elphinstont: +44 (0)20 7326 [email protected]
Examinations Officer (UK Vocational Graded)Brenda Strongt: +44 (0)20 7326 [email protected]
Examinations Officer (International)Sara-Jane Mulryant: +44 (0)20 7326 [email protected]
Examinations Administrative OfficerLouise Marshallt: +44 (0)20 7326 [email protected]
Examinations Administrative AssistantLinda Hallst: +44 (0)20 7326 [email protected]
Examinations Administrative Assistant(part-time)Joanna Pigeont: +44 (0)20 7326 [email protected]
Examinations Results OfficerMonica Camarat: +44 (0)20 7326 [email protected]
Examinations Data Processing SupervisorAndrew Miltont: +44 (0)20 7326 [email protected]
UK – Regional Offices:
ScotlandJennifer MacFarlanet: +44 (0)1314 455 [email protected]
Northern EnglandDebbie Whitet: +44 (0)1668 213 [email protected]
Midlands and East of EnglandJulie Bowerst: +44 (0)1782 681 [email protected]
South West England, Wales & Channel IslandsMandy Wixt: +44 (0)1490 460475 / f: +44 (0)1490 [email protected]
South East EnglandSue Morice-Jonest: +44 (0)1634 305 [email protected]
Northern IrelandMillicent Brownt: +44 (0)289 042 [email protected]
International Offices:
Australia & Papua New GuineaBronwyn Watkins20 Farrell Avenue, Darlinghurst NSW 2010,Australiat: +61 2 9331 4111 / f: +61 2 9360 [email protected] / www.rad.org.au
Benelux and FranceJacqueline SpenceRoyal Academy of Dance asbl21 Cité Joseph Bech, L-6186 Gonderange,Luxembourgt: +352 787225 / f: +352 [email protected] / [email protected] / www.rad.lu
Bermudat: +44 (0)20 7326 8000 / f: +44 (0)20 7924 [email protected]
Brazil, Peru, Ecuador & ChileMaria do Carmo de KennyRoyal Academy of Dance Brasil LtdaR Dr Francisco A Tozzi, 180, Estância Suiça, 13930 000 Serra Negra-SP, Brasilt/f: +55 19 3892 3985mckenny@royalacademyofdance.com.brwww.royalacademyofdance.com.br
Bruneit: +44 (0)20 7326 8000 / f: +44 (0)20 7924 [email protected]
CanadaClarke McIntosh1200 Sheppard Avenue East, Suite No 500Toronto, Ontario, M2K 2S5, Canadat: +1 416 489 2813 / f: +1 416 489 [email protected] / www.radcanada.org
Caribbean (Jamaica, Guadeloupe, Bahamas,Trinidad and Tobago, Barbados, St Lucia andAntigua)Diane C BernardPO Box 1433, 8 Rockhampton Drive, Kingston 8, Jamaicat/f: +1 876 755 0612 / [email protected]
ChinaRAD Chinese Rep OfficeVilla 86 Xin Feng Cheng, 1500 Nong Kong Jiang Lu Shanghai 200093Tina Chen (Chief Representative)[email protected] / t/f: +86 21 6597 6399Wang Ying (Shanghai and adjacent Areas)[email protected] Shuai Wang (All other Areas)[email protected]
CyprusGeorge Shantos19 Vassa Kilaniou, 4771 Limassol, Cyprust: +357 99 477 887 / f: +357 24 818 [email protected] / www.rad.com.cy
Germany, Austria and SwitzerlandHorst VollmerRoyal Academy of Dance gGmbHWaldenserstr 2-4, 10551 Berlin, Germanyt: +49 30 322 993 59/60 / f: +49 30 322 993 [email protected]
Ghanat: +44 (0)20 7326 8000 / f: +44 (0)20 7924 [email protected]
GreeceVeta AnastasopoulouThe British Council, 17 Kolonaki Square, Athens10673, Greecet: +30 210 364 3691 / f: +30 210 363 [email protected]
Hong KongHong Kong Examinations & Assessment AuthorityInternational and Professional Examinations Division17 Tseuk Luk Street, San Po King, KowloonHong Kongt: +852 3628 8761 / f: +852 3628 [email protected]
Indiat: +44 (0)20 7326 8000 / f: +44 (0)20 7924 [email protected]
IndonesiaLala SalenduYayasan Royal Academy of Dance IndonesiaJl.Angur III no: 1 Cipete, Jakarta Selatan 12410Indonesiat: +62 21 75 90 93 63 / f: +62 21 75 90 93 [email protected]
Republic of IrelandBeverley DinsmoreHolly Lodge, Pidgeon House Lane, Julianstown,Co Meath, Irelandt: (353) 419 811 915 / [email protected]
IsraelGali ZamirRoyal Academy of DanceHadar Str. 491, Neve Yamin, Israelt: +972 52 3343 [email protected]
ItalyManuela De LucaRoyal Academy of Dance SrlVia Vannetti 12, 38100 Trento, Italyt: +39 0461 985 055 / f: +39 0461 985 [email protected] / www.raditaly.it
JapanNoriko KobayashiCommerce Building 5F, 2-39-3 Mejiro, Toshima-KuTokyo 171-0031, Japant: +81 3 3987 3750 / f: +81 3 3987 [email protected]
Jordant: +44 (0)20 7326 8000 / f: +44 (0)20 7924 [email protected]
Kuwaitt: +44 (0)20 7326 8000 / f: +44 (0)20 7924 [email protected]
Lebanont: +44 (0)20 7326 8000 / f: +44 (0)20 7924 [email protected]
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SMacaut: +44 (0)20 7326 8000 / f: +44 (0)20 7924 [email protected]
MalaysiaMrs Zafriah AhmadRAD Dancing (Malaysia) Sdn Bhd43 Jalan BU 7/ 7, Bandar Utama, 47800 PetalingJayaSelangor, Malaysiat: +60 3 7728 4200 / f: +60 3 7726 [email protected]
MaltaSandra Mifsud8 Guze Ellul Mercer Street, Sliema, Malta,SLM1281t: (356) 7993 8584 / [email protected] / www.rad.org.mt
Mexico, El Salvador, Honduras, Costa Rica,Guatemala, PanamaJulieta NavarroRoyal Academy of Dance de Mexico ACAmates 18, Fracc alconfores, San Mateo,Naucalpan CP 53240, Mexicot: +52 55 5560 5355 / f: +52 55 5373 [email protected]
New ZealandJanet TaylorPhysical address: Level 8 (CMC Bldg), 89Courtenay Place, Wellington / New Zealandt: +64 4 382 8924 / f: +64 4 382 [email protected] / www.rad.org.nzPostal address: PO Box 11718 / Manners StreetWellington 6142
Norway, Sweden & DenmarkMrs Karina LundHovseterveien 56c0768 Oslo, Norwayt: +47 [email protected] www.royalacademyofdance.no
PhilippinesLauren Ann Pascua, Examination Services OfficerBritish Council, 10F Taipan Buildaing, F OrtigasJr.Road, Ortigas Centre, Paisag City 1605,Philippinest: +63 (2) 9141011-14 ext 147 / f: +63 (2) 6373231BCTN 4113 147 / [email protected] / www.britishcouncil.org.ph
PortugalMargarida Sa FialhoRua 4 Infantaria 86, 1350-241 Lisboa, Portugalt/f: +351 21 383 1849 / [email protected]
SingaporeMona LimRoyal Academy of Dance SingaporePte Ltd, Farrer Road Post Office, PO Box 106Singapore 912804t: +65 6762 8993 / f: +65 6762 [email protected] / www.rad.sg
South Africa, Botswana, Kenya, Mauritius,Mozambique, Namibia, Swaziland & ZimbabweMrs Olivia LumePO Box 200, Bramley 2018, Johannesburg,South Africat: +27 11 887 0459 / f: +27 11 887 [email protected] / www.rad.org.za
South KoreaHyun Joo Ham# 1703 Artnouveau Palace, 7-1 Songpa DongSongpa Gu, Seoul 138-848, Koreat/f: +82 2 532 1910 / [email protected]
Spain, Andorra & GibraltarMaria José AntónRoyal Academy of Dance SLVentura i Gassol 3, 5è-3a, 43203 Reus,TarragonaSpaint: +34 977 34 24 89 / t/f: +34 977 34 19 [email protected] / www.rad.org.es
Sri LankaRanmali MirchandaniThe British Council, 49 Alfred House GardensColombo 0030, Sri Lankat: +94 11 452 1538, f: +94 11 258 [email protected]
TaiwanShu-Yu Lin5F, No 122, Sect 7, Chung Shan N. Road, Taipei,Taiwant: +886 22 871 5615 / f: +886 22 874 [email protected] / www.rad.org.tw
ThailandGlenn van der HoffRAD Dancing (Thailand) Co Ltd121/12, Moo 10, Changmai-Hangdong RoadTambon: Pae Dad, Ampur: Muang, Changmai50100, Thailandt: +66 53 016 110 / [email protected]
TurkeyMerve KalyoncuBritish Council , Maya Akar Centre, No 100 – 101Buyudere Cad, Esentepe 80280, Istanbul, Turkeyt: +90 212 355 56 26 – 355 56 [email protected]
United Arab Emirates, Bahrain, Qatar & OmanSonali DeodharThe British Council, Academic City, Dubai EnglishSpeaking College campus, P.O.Box 2002, Dubai,U.A.E.t: +971 4 4259 547 / [email protected]
United States of AmericaPatti Ashby1712 19 STSuite#215B, Bakersfield, CA 93301 Californiat: +1 661 336 0160/61 / f: +1 661 336 [email protected] / www.radusa.org
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