Paa Musical Theatre Syllabus Specification PDF

MUSICAL
THEATRE
SYLLABUS SPECIFICATION PREMIERE–GRADE 8
Musical Theatre
Syllabus Specification
PREMIERE TO GRADE 8
All supporting material can be downloaded from

www.rslawards.com
Acknowledgements
Syllabus
Syllabus written and devised by: Francesca Denton
Specialist writers and consultants: Jacquie Kirke, Claire Huckle, Philip Shades, Emily Nash and Angharad Sanders
Syllabus advisors: Nik Preston, Jessica Fairfield, Philip Armstrong and Mary Keene
Publishing
Cover design: Philip Millard
Layout design: Philip Millard
Layout and sub-editor: Jennie Troup
Cover photograph: © Michael Dodge / Getty Images
Audio
Composed and produced by: Jono Harrison
Executives
Mr N. York
Mr J. Simpson
Contact
RSL
Harlequin House
Ground Floor
7 High Street
Teddington
Middlesex
TW11 8EE
Performance Arts Awards (PAA)

www.rslawards.com/performance-arts
Telephone: +44 (0)345 460 4747
Email: paa@rslawards.com
3 PAA Musical Theatre Syllabus Specification

Supporting
Audio & Video
In addition to the syllabus specification, we have also provided supporting audio and
video to give teachers and candidates additional help and guidance when studying for
a PAA exam.
How to download your content

To download the supporting audio and video you’ll need to create an RSL
account. To create an RSL account visit: www.rslawards.com/create-account.
Once you’ve created an account, you’ll be able to access the supporting
content at: www.rslawards.com/performance-arts/syllabus.
All teachers and candidates should use the supporting audio and video alongside
this syllabus specification before taking a PAA exam.

Contents
Introduction and Information Results and Grade Descriptors
3 Acknowledgements 23 Premiere
5 Table of Contents 24 Debut
6 Total Qualification Time 25 Grade 1
26 Grade 2
Section A 27 Grade 3
7 Qualification Summary 28 Grade 4
Section B 29 Grade 5
7 Assessment Information 30 Grade 6
Section C 31 Grade 7
8 Candidate Access and Registration 32 Grade 8
Section D 33 Definitions
8 Complaints and Appeals 34 Certification
Section E
8 Equal Opportunities PAA Musical Theatre Examination Structure
Section F 36 The Performance
8 Contact Information 36 The Technical Skills Demonstration
37 Understanding and Reflection
PAA Musical Theatre Overview 37 Suggested Repertoire
9 PAA Musical Theatre Overview 37 General Notes
10 Introduction to PAA Musical Theatre 38 Premiere
10 The Value of RSL Qualification 40 Debut
10 RSL and UCAS 43 Grade 1
11 Period of Operation 47 Grade 2
11 Examination Levels and 51 Grade 3
Recommended Ages 55 Grade 4
11 Uniform for a PAA Examination 59 Grade 5
63 Grade 6
Learning Outcomes and Assessment Criteria 67 Grade 7
13 Premiere 71 Grade 8
13 Debut
14 Grade 1 Singing Technical Assessment
15 Grade 2 Exam Study Pieces
16 Grade 3 76 Grades 1–2
19 Grade 6
20 Grade 7
21 Grade 8

QUALIFICATION INFORMATION
Total Qualification Time Allocations for Graded Examinations
Guided Learning Practice Total Qualification Credit

Qualification Hours Hours Time Value
Premiere 8 22 30 3
Debut 10 30 40 4
Grade 1 12 48 60 6
Grade 2 16 64 80 8
Grade 3 18 82 100 10
Grade 4 20 110 130 13
Grade 5 24 126 150 15
Grade 6 26 144 170 17
Grade 7 30 160 190 19
Grade 8 40 200 240 24
Assessment Summary
Assessment
Form of Assessment All assessments are carried out by external examiners. Candidates are required to carry out a combination of
practical tasks underpinning the technical and performance assessment.
Unit Format Unit specifications contain the Title, Unit Code, Credit Level, Credit Value, Learning Outcomes,
Assessment Criteria, Grade Descriptor, and types of evidence required for the unit.
Bands of Attainment There are four bands of assessment (Distinction, Merit, Pass and Unclassified) for the qualification as a whole.
Quality Assurance Quality Assurance ensures that all assessments are carried out to the same standard by objective sampling
and re-assessment of candidates’ work. A team of external examiners is appointed, trained and standardised
by RSL.

SECTION A: QUALIFICATION SUMMARY
A.1 Aims and Broad Objectives A.3 Qualification Structure

The aim of the Musical Theatre qualification is to provide a A graded qualification consists of a range of both practical and
flexible, progressive mastery approach to the knowledge, skills knowledge based tasks which are based on detailed
and understanding required for Musical Theatre. requirements outlined in the relevant syllabus.
Therefore, requirements for each grade will be set out in detail
The purpose of RSL’s graded qualifications is to motivate in the Unit Specifications and the Learning Outcomes and
and encourage candidates of all ages and levels through a Assessment Criteria for each unit will require knowledge, skills
system of progressive mastery and to develop and enhance and understanding of these syllabus requirements to be
skills, knowledge and understanding in a safe and consistent way. demonstrated at the grade entered.
The qualifications are beneficial for learners wishing to progress
at their own pace through smaller steps of achievement.
A.4 Entry Requirements
These qualifications are suitable for learners in the Under 16, There are no entry requirements for these qualifications.
16+, 16-18, 19+ age groups. However, learners should be aware that the content at
the higher grades will require a level of knowledge and
understanding covered in previous qualifications.
A.2 Progression
Graded qualifications provide a flexible progression route for
learners. They are a positive means of determining progress and
enable learners to learn the necessary techniques to gain entry
to FE and HE courses. Graded qualifications operate according to
a well established methodology of ‘progressive mastery’. They
tend to be more rigorous than other types of exams and for that
reason industry professionals are confident that achievement at
the highest level gained by candidates of graded qualifications
will have the skills necessary to work in other areas of the
business.
SECTION B: ASSESSMENT INFORMATION
B.1 Assessment Methodology B.2 Expectations of Knowledge, Skills

The graded examinations in Musical Theatre are assessed using and Understanding
three distinct sections: The graded examination system is one based on the principle of
n The Performance ‘progressive mastery’: each step in the exam chain demonstrates
n Technical Skills Demonstration learning, progression and skills in incremental steps.
n Understanding and Reflection Successful learning is characterised by a mastery of the
fundamental skills demanded in each grade.
Premiere candidates are assessed using Learners will be able to complete a set of practical tasks and be
four examination components: tested on their underpinning knowledge (the complexity and
n Acting variety of tasks are determined by which qualification is being
n Singing attempted), which allow them to demonstrate Musical Theatre
n Dancing knowledge, skills and understanding relevant to the grade. These
n Understanding and Reflection technical skills set a firm platform for further technical and
creative development by the learner.
Debut to Grade 8 candidates are assessed using
five examination components:
n Acting B.3 Quality Assurance
n Singing All RSL examinations and graded qualifications are standardised
n Dancing according to the processes and procedures laid down by RSL.
n Technical skills
n Understanding and Reflection

SECTION C: CANDIDATE ACCESS AND REGISTRATION
C.1 Access and Registration C.2 Recommended Prior Learning

The qualifications will: Learners are not required to have any prior learning for these
n be available to everyone who is capable of reaching the qualifications. However, learners should ensure that they are
required standards aware of the requirements and expectations of each grade prior
n be free from any barriers that restrict access and progression to entering for an assessment.
no ffer equal opportunities for all wishing to access
the qualifications
At the point of application, RSL will ensure that all candidates

are fully informed about the requirements and demands
of the qualification.
Candidates may enter online for any of the qualifications

at various points in the calendar year in territories throughout
the world. Dates will be published on the website at
www.rslawards.com.
SECTION D: COMPLAINTS AND APPEALS
All procedural complaints and appeals, including malpractice and requests for reasonable adjustments/special considerations,
can be found on the RSL website www.rslawards.com.
SECTION E: EQUAL OPPORTUNITIES POLICY
RSL’s Equal Opportunities policy can be found on the RSL website www.rslawards.com.
SECTION F: CONTACTS FOR HELP & SUPPORT
All correspondence should be directed to:
RSL
Harlequin House
Ground Floor
7 High Street
Teddington
Middlesex
TW11 8EE
Or info@rslawards.com

Overview
The Performance Arts Awards (PAA) examinations are an ideal way for teachers and
students to measure, assess and reward progress throughout the year. Performance Arts
Awards are a part of the RSL family, awarding the Contemporary Arts in music through
Rockschool and the Performing Arts through PAA.
9 Performance Arts Awards Musical Theatre Syllabus Specification

OVERVIEW
Introduction
The Value of RSL Qualifications
Musical Theatre exams encourage the development of learners RSL advocates an open-access approach to qualifications,
within a group performance. RSL is the only examination board providing a range of syllabi, designed to accommodate a wide
that assesses a group performance in Musical Theatre, awarding variety of candidates of different ages, experience and levels of
each candidate an individual grade and certification. achievement. RSL qualifications are listed on the Regulated
Candidates are required to demonstrate their practical skills Qualifications Framework (RQF) in England and Northern Ireland
within a group performance followed by a technical skill by the Office of Qualifications and Examination Regulation
assessment and a discussion. (Ofqual). RSL is committed to maintaining and improving its
Candidates taking a PAA examination will not only gain reputation for excellence by providing high-quality education
practical performance skills but are encouraged to reflect on and training through its syllabi, examinations
their performance and the rehearsal process, developing their and resources.
understanding of the material, characters, and the creative
choices made on and off the stage. PAA is proud to offer an
accessible exam for all candidates, encouraging development of RSL and UCAS
well-rounded and highly skilled performers. PAA encourages For students applying for work or University, many potential
creativity; the performance material selected is of free choice to employers see Graded Performance Exams in a very positive
the teacher or candidates. A musical theatre piece or an original way. Recognised qualifications demonstrate an ability to
selection of work is permitted, with candidates performing all dedicate commitment to extra-curricular activities, providing
three genres of acting, singing and dancing throughout the evidence of versatility which many students find beneficial
examination, in a practical format that can be tailored to suit each within UCAS (Universities & Colleges Admissions Service)
centre and its students. applications and for university entrance interviews.
PAA examinations in Musical Theatre are designed to Our qualifications carry allocated points on the UCAS tariff.
develop the skills necessary to communicate the dramatic For full details relating to the allocation of points for our
content of musical text in a group, to an audience. Candidates qualifications, please see:
who prepare themselves appropriately will develop relevant skills www.rslawards.com/about-us/ucas-points
through exploration of singing, dance and acting techniques, to
include:
n Style, form and movement

n Character and subtext
n Voice and diction
n Relationships between characters
n Group and communication skills

OVERVIEW
Period of Operation Recommended Ages

This syllabus specification covers Musical Theatre Graded for PAA Examinations
Examinations from July 2016. Although RSL imposes no minimum or maximum age limit,
teachers should ensure candidates are fully prepared for all
Estimated Examination Time – Not including the performance aspects of the examination. It is advisable for candidates to enter
running time: for a suitable and attainable level for their individual age, overall
n PREMIERE: 15 minutes maturity and ability to meet the Assessment Criteria published in
n DEBUT: 15 minutes this syllabus specification. The following age recommendations
n GRADE 1: 20 minutes are a suggestion only:
n GRADE 2: 20 minutes
n GRADE 3: 20 minutes Grade Qualification Suggested Entry Age RQF Level
n GRADE 4: 25 minutes Premiere 4–5 years Entry Level
n GRADE 5: 25 minutes Debut 5–6 years Entry Level
n GRADE 6: 30 minutes 1 7–8 years Level 1
n GRADE 7: 30 minutes 2 9–10 years Level 1
n GRADE 8: 40 minutes
3 11–12 years Level 1
4 13–14 years Level 2
Examination Levels 5
6
15–16 years
16+
Level 2
Level 3
PAA Musical Theatre examinations are offered at four levels:
7 16+ Level 3
8 16+ Level 3
n ENTRY LEVEL – Premiere and Debut
n LEVEL 1: Grades 1–3
n LEVEL 2: Grades 4–5
n LEVEL 3: Grades 6–8 Uniform for PAA Examination
A uniform for the examination is not prescribed but should be
appropriate to the style and genre. Candidates must present
themselves appropriately for an examination and adhere to
health and safety regulations. Teachers must ensure the
following:
n Hair is neatly tied back.

n Dance wear is appropriate and allows examiners to see the
body, line and form clearly.
n The choice of dance shoes or bare feet is appropriate to
the style.
n All jewellery is removed.
n Any costume or props used during the performance are
carefully considered.

Learning
Outcomes and
Assessment
Criteria
The Learning Outcomes and Assessment Criteria detail the examination requirements
and levels of proficiency candidates need to achieve in order to secure a Pass, Merit or
Distinction when taking a PAA Musical Theatre Examination.

ASSESSMENT CRITERIA
ENTRY LEVEL
PREMIERE
Title RSL Entry Level Award in Musical Theatre Performance – Entry 2
Level Entry Level 2
Credit Value 3
Guided Learning Hours 8
Total Qualification Time 30
Learning Outcome Assessment Criteria
Learning Outcome 1:
The learner will perform in a Demonstrate simple acting, singing and dancing skills at an appropriate level, to include:
group piece of Musical Theatre QQExpression
QQCommunication
QQTechnique
Learning Outcome 3:
The learner will understand Give a brief description on a given topic relevant to the performance, including:
individual content and context in QQThe character’s appearance
Musical Theatre as appropriate QQThe candidate’s favourite part of the performance
to the syllabus requirements
DEBUT
Title RSL Entry Level Award in Musical Theatre Performance – Entry 3
Level Entry Level 3
Credit Value 4
Learning Outcome 1:
The learner will perform in a Demonstrate simple acting, singing and dancing skills at an appropriate level, to include:
QQCommunication
QQTechnique
Learning Outcome 2:
The learner will demonstrate Communicate a character using simple facial expression and movement
technical skills relevant to
Musical Theatre as appropriate
to the syllabus requirements
Learning Outcome 3:
The learner will understand Give a basic description on a given topic relevant to the performance, to include:
individual content in Musical QQThe candidate's favourite part of the performance
Theatre as appropriate to the QQCharacter relationships
syllabus requirements

ASSESSMENT CRITERIA
LEVEL 1I
GRADE 1
Title RSL Level 1 Award in Musical Theatre Performance – Grade 1
Level Level 1
Credit Value 6
Learning Outcome 1:
The learner will perform in a Demonstrate acting, singing and dancing skills at an appropriate level, to include:
QQCommunication
QQCharacterisation
QQTechnique
QQProjection
Learning Outcome 2:
The learner will demonstrate Demonstrate technical skill through acting, singing or dancing, to include:
technical skills relevant to QQCharacterisation
Musical Theatre as appropriate QQDynamic values
to the syllabus requirements QQTiming
QQControl
QQProjection
Learning Outcome 3:
The learner will understand Give a detailed description on a given topic relevant to the performance, including:
individual content and QQCharacter’s appearance
context in Musical Theatre QQChallenges of performance
as appropriate to the QQCharacter relationships
syllabus requirement QQMood of the chosen pieces

ASSESSMENT CRITERIA
LEVEL 1I
GRADE 2
Level Level 1
Credit Value 8
Learning Outcome 1:
The learner will perform in a Demonstrate acting, singing and dancing at an appropriate level, to include:
QQCommunication
QQCharacterisation
QQTechnique
QQProjection
Learning Outcome 2:
QQControl
QQProjection
Learning Outcome 1:
The learner will understand the Give a detailed description on a given topic relevant to the performance, to include:
importance of individual content QQThe character’s feelings
and context in Musical Theatre QQCharacter relationships in the performance
as appropriate to the syllabus QQThe context of the performance
requirements QQChallenges in the performance

ASSESSMENT CRITERIA
LEVEL 1I
GRADE 3
Level Level 1
Credit Value 10
Learning Outcome 1:
The learner will perform in a Demonstrate acting, singing and dancing at an appropriate level, to include:
QQCommunication
QQCharacterisation
QQTechnique
QQProjection
Learning Outcome 2:
QQControl
QQProjection
Learning Outcome 3:
The learner will understand the Give a detailed description on a given topic relevant to the performance, to include:
importance of individual content QQThe character’s emotions
and context in Musical Theatre QQChallenges faced during the performance
as appropriate to the syllabus QQCharacter relationships in the performance
requirements QQProcesses used in the rehearsal to help to learn and remember the piece

ASSESSMENT CRITERIA
LEVEL 2
GRADE 4
Title RSL Level 2 Certificate in Musical Theatre Performance – Grade 4
Level Level 2
Credit Value 13
Learning Outcome 1:
The learner will perform in a Demonstrate acting, singing and dancing at an intermediate level, to include:
QQCommunication
QQTechnique
QQProjection
QQInterpretation
QQMusical response
Learning Outcome 2:
Demonstrate technical skills Demonstrate technical skill at an intermediate level through acting, singing and dancing, to include:
relevant to Musical Theatre QQCoordination
as appropriate to the syllabus QQDynamic values
requirements QQControl
QQTiming
QQProjection
QQFluency
Learning Outcome 3:
The learner will understand the Describe and summarise on a given topic relevant to the performance, to include:
importance of individual content QQHistorical context of piece
and context in Musical Theatre QQBackground to playwright/composer
as appropriate to the syllabus QQChallenges of performance
requirements QQSimilarities and differences between characters in the piece

ASSESSMENT CRITERIA
LEVEL 2
GRADE 5
Level Level 2
Credit Value 15
Learning Outcome 1:
The learner will perform in a Demonstrate acting, singing and dancing at an intermediate level, to include::
QQCommunication
QQTechnique
QQProjection
QQInterpretation
QQMusical response
Learning Outcome 2:
Demonstrate technical skills Demonstrate technical skill at an intermediate level through acting, singing and dancing, to include:
QQTiming
QQProjection
QQFluency
Learning Outcome 3:
The learner will understand the Describe and summarise on a given topic relevant to the performance, to include:
importance of individual content QQCharacter’s objectives in the piece
and context in Musical Theatre QQChallenges faced during the performance
as appropriate to the syllabus QQHistorical context of piece
requirements QQRehearsal processes used to prepare vocally and physically for performance
QQRehearsal processes used to develop character

ASSESSMENT CRITERIA
LEVEL 3I
GRADE 6
Level Level 3
Credit Value 17
Learning Outcome 1:
The learner will perform in a Demonstrate complex acting, singing and dancing at an advanced level, to include:
QQCommunication
QQTechnique
QQProjection
QQInterpretation
QQMusical response
QQStyle
Learning Outcome 2:
Demonstrate technical skills Demonstrate technical skill at an advanced level through acting, singing and dancing, to include:
QQTiming
QQProjection
QQFluency
QQStyle
Learning Outcome 3:
The learner will understand the Analyse and evaluate on a given topic relevant to the performance piece, to include:
importance of individual content QQThe style of the piece and how that style was achieved
and context in Musical Theatre QQAnalysis of techniques used in the rehearsal process
as appropriate to the syllabus QQHistorical context
requirements QQCritique of own performance
QQWarm-up techniques

ASSESSMENT CRITERIA
LEVEL 3I
GRADE 7
Level Level 3
Credit Value 19
Learning Outcome 1:
The learner will perform in a Demonstrate complex acting, singing and dancing at an advanced level, to include:
QQCommunication
QQTechnique
QQProjection
QQInterpretation
QQMusical response
QQStyle
Learning Outcome 2:
QQTiming
QQProjection
QQFluency
QQStyle
Learning Outcome 3:
The learner will understand the Analyse and evaluate on a given topic relevant to the performance piece, to include:
importance of individual content QQTheatre styles relevant to the piece
and context in Musical Theatre QQAnalysis of techniques or processes used in rehearsal to achieve the style and historical period
as appropriate to the syllabus QQTechniques and terminology relevant to musical theatre, for example breath support, diaphragm,
requirements dynamics, rhythm, modulation, objective, subtext

ASSESSMENT CRITERIA
LEVEL 3I
GRADE 8
Level Level 3
Credit Value 24
Learning Outcome 1:
The learner will perform in a Demonstrate complex acting, singing and dancing skills at an advanced level, to include:
QQCommunication
QQTechnique
QQProjection
QQInterpretation
QQMusical response
QQStyle
Learning Outcome 2:
QQTiming
QQProjection
QQFluency
QQStyle
Learning Outcome 3:
The learner will understand the Analyse, critique and evaluate on a given topic relevant to the performance piece, to include:
importance of individual content QQTheatre styles and techniques relevant for the group piece
and context in Musical Theatre QQStylistic features of the performance
as appropriate to the syllabus QQLimitations of the delivery/performance pieces
requirements QQChallenges of the rehearsal process
QQInfluence of theatre practitioners on the rehearsal process and/or performance piece

Results and
Grade Descriptors
PAA issues results within three to four weeks of the examination. All candidates will receive
the original copy of their report slip, which gives a breakdown of the marks and comments.

RESULTS & GRADE DESCRIPTORS
ENTRY LEVEL
PREMIERE
1 LEARNING OUTCOME 1 (The Performance)

The learner will perform in a group piece of Musical Theatre
Unclassified Pass Merit Distinction
Inability to demonstrate acting, Evidence of acting, singing Evidence of acting, singing and Evidence of acting, singing
singing and dancing at a simple and dancing at a simple level. dancing at a simple level. and dancing at a simple level.
level. An insecure ability to To include the following some To include the following for To include the following
demonstrate the following: of the time: the majority of the time: throughout:
QQ Expression QQ Expression QQ Expression QQ Expression
QQCommunication QQCommunication QQCommunication QQCommunication
QQ Technique QQ Technique QQ Technique QQ Technique
3 LEARNING OUTCOME 3 (Understanding and Reflection)

The learner will understand individual content and context in Musical Theatre as appropriate to the syllabus requirements
An inability to demonstrate Demonstrate a basic awareness Demonstrate a basic awareness Demonstrate a basic awareness
awareness of the following at a of the following of the following for the majority of the following throughout:
basic level: some of the time: of the time: QQCharacter appearance
QQ Character appearance QQ Character appearance QQ Character appearance QQFavourite part of the
QQ Favourite part of the QQ Favourite part of the QQ Favourite part of the performance
performance performance performance

ENTRY LEVELI
DEBUT

Inability to demonstrate acting, Evidence of acting, singing and Evidence of acting, singing and Evidence of acting, singing and
singing and dancing at a basic dancing at a basic level. dancing at a basic level. dancing at a basic level.
level. An insecure ability to To include the following some of To include the following for To include the following
demonstrate the following: the time: the majority of the time: throughout:
QQ Expression QQExpression QQExpression QQExpression
QQCommunication QQCommunication QQCommunication QQCommunication
QQ Technique QQ Technique QQ Technique QQ Technique
2 LEARNING OUTCOME 2 (The Technical Skills)

The learner will demonstrate technical skills relevant to Musical Theatre as appropriate to the syllabus requirements
Insecure evidence of basic Evidence of technical skills at Evidence of technical skills at a Evidence of technical skills at
technical skills. An inability to a basic level. To include the basic level. To include the following a basic level. To include the
demonstrate the following: following some of the time: for the majority of the time: following throughout:
QQCharacterisation QQCharacterisation QQCharacterisation QQCharacterisation
QQDynamic values QQDynamic values QQDynamic values QQDynamic values
QQ Timing QQ Timing QQ Timing QQ Timing

The learner will understand individual content in Musical Theatre as appropriate to the syllabus requirements
An inability to demonstrate Demonstrate a basic awareness Demonstrate a basic awareness Demonstrate a basic awareness
awareness of the following at a of the following some of the of the following for the majority of the following throughout:
basic level: time: of the time: QQCharacter‘s appearance
QQCharacter’s appearance QQCharacter’s appearance QQCharacter’s appearance QQFavourite part of the
QQFavourite part of the QQFavourite part of the QQFavourite part of the performance
performance performance performance QQCharacter relationships
QQCharacter relationships QQCharacter relationships QQCharacter relationships

LEVEL 1
GRADE 1

singing and dancing. An insecure dancing. To include the following dancing. To include the following dancing. To include the following
ability to demonstrate the some of the time: for the majority of the time: throughout:
following: QQExpression QQExpression QQExpression
QQExpression QQCommunication QQCommunication QQCommunication
QQCommunication QQCharacterisation QQCharacterisation QQCharacterisation
QQCharacterisation QQTechnique QQTechnique QQTechnique
QQTechnique QQProjection QQProjection QQProjection
QQProjection

Insecure evidence of technical Evidence of technical skills. Evidence of technical skills. Evidence of technical skills.
skills. An inability to demonstrate To include the following some of To include the following for the To include the following
the following: the time: majority of the time: throughout:
QQCoordination QQCoordination QQCoordination QQCoordination
QQControl QQControl QQControl QQControl
QQProjection QQProjection QQProjection QQProjection

The learner will understand individual content and context in Musical Theatre as appropriate to the syllabus requirement
An inability to demonstrate Demonstrate an awareness of Demonstrate an awareness of Demonstrate an awareness of

awareness of the following: the following some of the time: the following for the majority of the following throughout:
QQCharacter’s appearance QQCharacter’s appearance the time: QQCharacter’s appearance
QQChallenges of performance QQChallenges of performance QQCharacter’s appearance QQChallenges of performance
QQCharacter relationships QQCharacter relationships QQChallenges of performance QQCharacter relationships
QQMood of the chosen pieces QQMood of the chosen pieces QQCharacter relationships QQMood of the chosen pieces
QQMood of the chosen pieces

LEVEL 1I
GRADE 2

following: QQ Expression QQExpression QQ Expression
QQProjection

The learning will demonstrate technical skills relevant to Musical Theatre as appropriate to the syllabus requirements

An inability to show awareness Demonstrate an awareness of Demonstrate an awareness of Demonstrate an awareness of

of the following: the following some of the following for the majority of the following throughout:
QQThe character’s feelings the time: the time: QQThe character’s feelings
QQThe character’s relationships in QQThe character’s feelings QQThe character’s feelings QQThe character’s relationships in
the performance QQThe character’s relationships in QQThe character’s relationships in the performance
QQThe context of the the performance the performance QQThe context of the
performance QQThe context of the QQThe context of the performance
QQChallenges in the performance performance performance QQChallenges in the performance
QQChallenges in the performance QQChallenges in the performance

LEVEL 1
GRADE 3

QQProjection

The learning will demonstrate technical skills relevant to Musical Theatre as appropriate to the syllabus requirements


of the following: the following some of the following for the majority of the following throughout:
QQThe character’s emotions the time: the time: QQThe character’s emotions
QQChallenges faced during the QQThe character’s emotions QQThe character’s emotions QQChallenges faced during the
performance QQChallenges faced during the QQChallenges faced during the performance
QQCharacter relationships in performance performance QQCharacter relationships in
the performance QQCharacter relationships in QQCharacter relationships in the performance
QQProcesses used in the the performance the performance QQProcesses used in the
rehearsal to help to learn and QQProcesses used in the QQProcesses used in the rehearsal to help to learn and
remember the piece rehearsal to help to learn and rehearsal to help to learn and remember the piece
remember the piece remember the piece

LEVEL 2I
GRADE 4

singing and dancing at an dancing at an intermediate level. dancing at an intermediate level. dancing at an intermediate
intermediate level. An insecure To include the following some of To include the following for the level. To include the following
ability to demonstrate the the time: majority of the time: throughout:
QQCommunication QQTechnique QQTechnique QQTechnique
QQProjection QQInterpretation QQInterpretation QQInterpretation
QQInterpretation QQMusical response QQMusical response QQMusical response
QQMusical response

Insecure evidence of technical Evidence of technical skills at an Evidence of technical skills at Evidence of technical skills at an
skills at an intermediate level. intermediate level. To include the an intermediate level. To include intermediate level. To include the
An inability to demonstrate the following some of the time: the following for the majority of following throughout:
following: QQCoordination the time: QQCoordination
QQCoordination QQDynamic values QQCoordination QQDynamic values
QQDynamic values QQControl QQDynamic values QQControl
QQControl QQ Timing QQControl QQ Timing
QQ Timing QQProjection QQ Timing QQProjection
QQProjection QQFluency QQProjection QQFluency
QQFluency QQFluency


of the following at an the following at an intermediate the following at an intermediate the following at an intermediate
intermediate level: level some of the time: level for the majority of the time: level throughout:
QQHistorical context of piece QQHistorical context of piece QQHistorical context of piece QQHistorical context of piece
QQBackground to playwright/ QQBackground to playwright/ QQBackground to playwright/ QQBackground to playwright/
composer composer composer composer
QQChallenges of performance QQChallenges of performance QQChallenges of performance QQChallenges of performance
QQSimilarities and differences QQSimilarities and differences QQSimilarities and differences QQSimilarities and differences
between characters in between characters in between characters in between characters in
the piece the piece the piece the piece

LEVEL 2
GRADE 5

singing and dancing at an dancing at an intermediate level. dancing at an intermediate level. dancing at an intermediate
intermediate level. An insecure To include the following some of To include the following for the level. To include the following
ability to demonstrate the the time: majority of the time: throughout:
QQCommunication QQTechnique QQTechnique QQTechnique
QQProjection QQInterpretation QQInterpretation QQInterpretation
QQInterpretation QQMusical response QQMusical response QQMusical response
QQMusical response

skills at an intermediate level. intermediate level. To include the an intermediate level. To include intermediate level. To include the
An inability to demonstrate the following some of the time: the following for the majority of following throughout:
following: QQCoordination the time: QQCoordination
QQFluency QQFluency


of the following at an the following at an intermediate the following at an intermediate the following at an intermediate
intermediate level: level some of the time: level for the majority of the time: level throughout:
QQCharacter’s objectives in the QQCharacter’s objectives in the QQCharacter’s objectives in the QQCharacter’s objectives in the
piece piece piece piece
QQChallenges faced during the QQChallenges faced during the QQChallenges faced during the QQChallenges faced during the
performance performance performance performance
QQHistorical context of the piece QQHistorical context of the piece QQHistorical context of the piece QQHistorical context of the piece
QQRehearsal processes used to QQRehearsal processes used to QQRehearsal processes used to QQRehearsal processes used to
prepare vocally and physically prepare vocally and physically prepare vocally and physically prepare vocally and physically
for the performance for the performance for the performance for the performance
QQRehearsal processes used to QQRehearsal processes used to QQRehearsal processes used to QQRehearsal processes used to
develop character develop character develop character develop character

LEVEL 3I
GRADE 6

singing and dancing at an dancing at an advanced level. To dancing at an advanced level. dancing at an advanced level. To
advanced level. An insecure include the following some of To include the following for the include the following throughout:
ability to demonstrate the the time: majority of the time: QQExpression
following: QQExpression QQExpression QQCommunication
QQExpression QQCommunication QQCommunication QQTechnique
QQCommunication QQTechnique QQTechnique QQProjection
QQTechnique QQProjection QQProjection QQInterpretation
QQProjection QQInterpretation QQInterpretation QQMusical response
QQInterpretation QQMusical response QQMusical response QQStyle
QQMusical response QQStyle QQStyle
QQStyle
2 LEARNING OUTCOME 2 (Technical Skills)

skills at an advanced level. An advanced level. To include the an advanced level. To include advanced level. To include the
inability to demonstrate the following some of the time: the following for the majority of following throughout:
following: QQCoordination the time QQCoordination
QQFluency QQStyle QQFluency QQStyle
QQStyle QQStyle

An inability to demonstrate Demonstrate an awareness of Demonstrate an awareness of Demonstrate an awareness of

awareness of the following at an the following at an advanced the following at an advanced the following at an advanced
advanced level: level some of the time: level for the majority of the time: level throughout:
QQThe style of the piece and how QQThe style of the piece and how QQThe style of the piece and how QQThe style of the piece and how
that style was achieved that style was achieved that style was achieved that style was achieved
QQAnalysis of techniques used in QQAnalysis of techniques used in QQAnalysis of techniques used in QQAnalysis of techniques used in
the rehearsal process the rehearsal process the rehearsal process the rehearsal process
QQHistorical context QQHistorical context QQHistorical context QQHistorical context
QQCritique of candidate’s own QQCritique of candidate’s own QQCritique of candidate’s own QQCritique of candidate’s own
performance performance performance performance
QQWarm-up techniques QQWarm-up techniques QQWarm-up techniques QQWarm-up techniques

LEVEL 3
GRADE 7

QQStyle

QQStyle QQStyle

Demonstrate an inability to show Demonstrate an awareness of Demonstrate an awareness of Demonstrate an awareness of

QQTheatre styles relevant to QQTheatre styles relevant to QQTheatre styles relevant to QQTheatre styles relevant to
the piece the piece the piece the piece
QQAnalysis of techniques or QQAnalysis of techniques or QQAnalysis of techniques or QQAnalysis of techniques or
processes used in rehearsal to processes used in rehearsal to processes used in rehearsal to processes used in rehearsal to
achieve the style and achieve the style and achieve the style and achieve the style and
historical period historical period historical period historical period
QQTechniques and terminology QQTechniques and terminology QQTechniques and terminology QQTechniques and terminology
relevant to Musical theatre, relevant to Musical theatre, relevant to Musical theatre, relevant to Musical theatre,
for example breath support, for example breath support, for example breath support, for example breath support,
diaphragm, dynamics, rhythm, diaphragm, dynamics, rhythm, diaphragm, dynamics, rhythm, diaphragm, dynamics, rhythm,
modulation, objective, subtext modulation, objective, subtext modulation, objective, subtext modulation, objective, subtext

LEVEL 3I
GRADE 8

QQStyle

QQStyle QQStyle

Demonstrate an inability to show Demonstrate an awareness of Demonstrate an awareness of Demonstrate an awareness of

QQTheatre styles and techniques QQTheatre styles and techniques QQTheatre styles and techniques QQTheatre styles and techniques
relevant for the group piece relevant for the group piece relevant for the group piece relevant for the group piece
QQStylistic features of QQStylistic features of QQStylistic features of QQStylistic features of
the performance the performance the performance the performance
QQLimitations of the delivery/ QQLimitations of the delivery/ QQLimitations of the delivery/ QQLimitations of the delivery/
performance pieces performance pieces performance pieces performance pieces
QQChallenges of the rehearsal QQChallenges of the rehearsal QQChallenges of the rehearsal QQChallenges of the rehearsal
process process process process
QQInfluence of theatre practitioners QQInfluence of theatre practitioners QQInfluence of theatre practitioners QQInfluence of theatre practitioners
on the rehearsal process and/ on the rehearsal process and/ on the rehearsal process and/ on the rehearsal process and/
or performance piece or performance piece or performance piece or performance piece

Definitions
Definitions of the Terminology used in the Grade Descriptors
Expression Reflected through face, movement, gesture and voice
Communication Demonstrated through face, voice and body to an audience and fellow performers
Fluency Displayed through the smoothness of delivery and transition between the genres and the material
Projection Expressed to an audience through mood, feelings and emotion via movement, voice, body language and face
Dynamic Values Performed with the appropriate vibrancy for each genre and situation
Interpretation Demonstrated through understanding and responding creatively to the given material i.e. the motivation of a song
Musicality Expressed by matching and performing the form of music through rhythm, melody and mood
Technique Executing accurate technical skill required appropriate to the genre
Timing Displayed timing through music i.e. on the beat or stage direction, e.g. entering a scene
Recall Of Content By performing examination content from memory
Spatial Awareness Effectively used, considered and moved through
Musical Response Displayed through rhythm, dynamics, phrasing, atmosphere and time signatures
Engagement The investment and focus of appropriate skills given to the task at hand
Vocal Modulation An inflection of the tone or pitch of the voice; specifically, the use of stress or pitch to convey meaning
Basic Ability A starting point demonstrating the initial fundamentals required
Intermediate Ability Demonstrating secure basic skill transitioning between basic and advanced
Advanced Ability To progress and further develop the required skill to a higher level

Certification
Successful candidates will receive an official PAA Certificate
The examination is marked with credits awarded through:

n Performance and Understanding and Reflection for Premiere candidates
n Performance, Technical Skills Demonstration and Understanding and Reflection for Debut to Grade 8 candidates
Premiere Candidates
THE PERFORMANCE
Section A (LO1) /90
UNDERSTANDING AND REFLECTION

Section C (LO3) /10

TOTAL: out of 100
Debut–Grade 8 Candidates
THE PERFORMANCE
Section A (LO1) /60
TECHNICAL SKILLS DEMONSTRATION

Section B (LO2) /30
UNDERSTANDING AND REFLECTION

Section C (LO3) /10

TOTAL: out of 100

PAA Musical Theatre
Examination Structure
PAA candidates are assessed using three examination components:
1 The Performance
2 Technical Skills Demonstration
3 Understanding and Reflection

PAA MUSICAL THEATRE EXAM STRUCTURE
1 PERFORMANCE
The Performance can be assessed in the following ways:
Group Exam OR Show Exam

A Group Exam is conducted in the style of a traditional A Show Exam can be a whole school performance and can
performance examination. Candidates will present a short include candidates from Premiere to Grade 8. Candidates
performance to the examiner which can include extracts from must perform a range of acting, singing and dancing
a musical or a selection of original work. Candidates must throughout. The format and structure of the show is flexible
perform a range of acting, singing and dancing. Candidates and can include extracts from a musical or a selection of
must perform on stage for the specified time allocated per original work. Candidates must perform on stage for no less
grade. If candidates are entered in their Examination Levels, than the specified time allocated per grade. A Show Exam
the performance must meet the time allocated for the highest has no time limit or maximum number of candidates per
grade in the group. Candidates are permitted to wear show and an audience is permitted. Costumes may be worn
costumes, with their assigned candidate number clearly visible with the candidate number clearly visible on the front and
on the front and back of their clothing. A Group Examination back of the candidates’ clothing.
can have a minimum of two and a maximum of eight
candidates examined at any one time. If there are more than Note: Examiners may ask candidates to repeat sections
eight candidates in the group, the performance will be of the performance if clarification is needed for both a
repeated. Examiners may stop a performance if the time Group or Show Examination.
allocated is exceeded in the Group Examination.
2 TECHNICAL SKILLS DEMONSTRATION
Following the group performance, each candidate will undertake n DEBUT – The Technical Skills Demonstration gives
the PAA Technical Skills Demonstration. This includes acting candidates the opportunity to share imaginative ideas
skills, singing skills and dancing skills demonstrated through a and build confidence in an exam setting
series of short exercises designed to be achievable during n GRADES 1, 2 & 3 – Teachers will choose one Technical Skill
warm up elements of a class or technical workshop over n GRADES 4 & 5 – Examiner will choose one Technical Skill
a number of weeks. n GRADES 6 & 7 – Examiner will choose two Technical Skills
n GRADE 8 – Candidates will perform all three Technical Skills
Note: In the Premiere examination, the Technical Skills
Demonstration is not seen as a separate exercise. The Technical Skills element is performed to the examiner in
small groups; all candidates in the same examination group will
perform the same technical skill. As students progress through
the grades, the time, length, complexity and technical demand
required for this element of the examination is increased. More
details about the Technical Skills Demonstration can be found in
the content description for each grade.

3 UNDERSTANDING AND REFLECTION
The examination is concluded with an Understanding and process and the importance of the technical skills required
Reflection assessment. The examiner will facilitate a discussion for each discipline.
with the candidate. Candidates will be asked to share ideas on the One member of staff must be present throughout the
given topic based on the performance seen in the examination. examination and support the operation of music throughout
As students progress through the grades, the questions become the examination. Staff must not direct, lead or influence the
more complex, and include a discussion about the rehearsal candidates in any way.
Suggested Repertoire
PAA exams encourage creativity and do not make any
compulsory recommendations for material selection. However,
each performance is required to adhere to the allocated
performance time boundaries. Teachers and candidates are
encouraged to closely consider the Learning Outcomes and
Assessment Criteria for the specific qualification level they are
entering. Performance Arts Awards have a catalogue of
repertoire and a list of performance ideas. The repertoire can be
accessed via our website: www.rslawards.com/performance-arts.
General Notes
On the day of the examination, the Principal is required to meet The nature of each performance will be unique to your
with the examiner to discuss any absences or changes to the day. particular centre; however, certain criteria must be met for
The examiner will take a register before every examination. candidates to be assessed successfully. It is the teacher’s
Centres must provide examiners with an adequate table, responsibility to read the Grading Descriptors and Assessment
chair, lighting and refreshments. If a Show Examination with an Criteria for each examination level. Teachers must ensure
audience has been prepared, examiners must not sit in close candidates are actively involved throughout the examination
proximity to the audience at any time. and perform a sufficient amount of material in all three
Centres must provide an appropriate space to conduct a disciplines for both Group and Show Exam..
Musical Theatre examination and at least one additional room to
the performance space to conduct the Technical and Reflection
element of the examination. A member of staff is required to sit
in the examination and operate the music. Staff must be on hand
to support the organisation and chaperone students from the
examination once completed.

Premiere
A Premiere examination can be conducted in either of the following ways:
Group Exam
Group Exams must meet the allocated time boundaries published in the
performance requirements. Group Exams must have a minimum of two and a
maximum of eight candidates. If groups exceed this limit, the performance must
be repeated. Premiere candidates will perform together in their graded
examination groups OR in their examination level alongside other Entry Level
candidates. The performance can be extracts of a musical or an original piece
of work with elements of acting, singing and dancing throughout. For a Group
Exam, the school’s uniform is sufficient; however, costume and props are
permitted. All candidates MUST wear their allocated candidate number on
the front and back of their clothing throughout the performance. For more
information on Group Exams please refer to The PAA Examination Structure.
OR
Show Exam
All students from Premiere to Grade 8 can perform together in a whole school
performance. The exam can be either a full production of a chosen musical, or
a variety show with extracts of musical theatre. An original piece of work with
elements of acting, singing and dancing is also permitted. There is no time limit
or maximum number of candidates for a show; the specified performance
time and candidate minimum still applies for a Show Exam. The school’s uniform
is sufficient; however, costume and props are permitted. All candidates MUST
wear their allocated candidate number on the front and back of their clothing
throughout the performance. An audience is permitted for a Show Exam only.
For more information on Show Exams, please refer to The PAA Examination
Structure.
One member of staff must be present throughout the examination to support

the organisation of candidates and operation of music.

Premiere Content
1 PERFORMANCE
A show performance has no time limit. A group performance for Premiere is required to be:
a minimum of six minutes and a maximum of eight minutes long.
The performance should allow each candidate the opportunity to engage in all three disciplines. Candidates are expected
to demonstrate the basic skills necessary to perform an ensemble piece of musical theatre. One member of staff must be
present during the examination. This member of staff must be within sight of the examiner throughout. An appropriate
level of prompting is acceptable and will not have a negative impact on the candidate’s final grade. Staff must not lead,
teach or take part in the performance.
Acting Singing Dancing

Candidates must have a minimum of Candidates must perform a minimum of Candidates must perform a collection
three choral/ensemble lines, and/or a verse and a chorus within a group song. of basic dance steps as an ensemble of a
one solo line of dialogue. Narration is Candidates will exhibit clarity of diction minimum of a verse and chorus.
acceptable. Candidates will exhibit and audibility.
clarity of diction, and audibility.
Candidates will take part in a one-to-one discussion with the examiner. The examiner
will ask questions and suggest discussion topics based on the performance seen in the
examination. Topics will include:
n Character’s appearance
n Favourite parts of the performance
One member of staff must be present for this part of the exam but should not influence answers.
The aim is to build the candidates’ confidence to express their ideas independently to the examiner.

Debut
A Debut examination can be conducted in either of the following ways:
Group Exam
be repeated. Debut candidates will perform together in their graded examination
groups OR in their examination level alongside other Entry Level candidates. The
performance can be extracts of a musical or an original piece
information on Group Exams, please refer to The PAA Examination Structure.
OR
Show Exam
or maximum number of candidates for a Show Exam; the specified
performance time and candidate minimum still applies for a Show Exam. The
school’s uniform is sufficient; however, costume and props are permitted. All
candidates MUST wear their allocated candidate number on the front and back
of their clothing throughout the performance. An audience is permitted for a
Show Exam only. For more information on Show Exams, please refer to The
PAA Examination Structure.
One member of staff must be present throughout the examination to support

the organisation of candidates and operation of music.

Debut Content
1 PERFORMANCE
A show performance has no time limit. A group performance for Debut is required to be:
a minimum of seven minutes and a maximum of 10 minutes long.
The performance should allow each candidate the opportunity to engage in all three disciplines. Debut candidates
are expected to demonstrate the basic skills necessary to perform a piece of musical theatre, including a basic ability
to combine an understanding of character with ensemble singing and dancing. There should be evidence of thorough
preparation resulting in a secure performance piece. An appropriate level of prompting is acceptable and will not have
a negative impact on the candidate’s final grade. Staff must not lead, teach or take part in the performance.

Candidates must have a minimum of Candidates must perform a minimum of Candidates must perform a collection
four choral/ensemble lines of dialogue, a verse and a chorus within a group song. of basic dance steps as an ensemble for a
and/or two solo lines of dialogue. Candidates will exhibit clarity of diction minimum of a verse and chorus.
Narration is acceptable. Candidates will and audibility.
exhibit clarity of diction and audibility.

Debut candidates are introduced to the Technical Skills Demonstration element of the PAA exams through storytelling and
improvisation. Candidates are encouraged to explore a variety of characters through the set PAA music. Prompting is no longer
permitted. However, a member of staff must be present to support the organisation of the students and operation of the music
during the technical skills assessment.
Candidates will be given a character from the following list:
n Lion
n Witch
n Monkey
n Clown
Candidates will be provided with the opportunity to develop their character through improvised movement and characterisation.
Candidates will be asked to portray the assigned character to the set music provided by PAA. Candidates should aim to show creativity
and characterisation throughout the music.
Download the set PAA Debut Technical Skills Music at www.rslawards.com/performance-arts
For further guidance and examples, please visit: www.rslawards.com

Debut Content
n The character’s appearance

n The candidate’s favourite parts of the performance
n The character’s relationship to other characters in the performance
One member of staff must be present throughout the examination.

Grade 1
A Grade 1 examination can be conducted in either of the following ways:
Group Exam
be repeated. Grade 1 candidates will perform together in their graded
examination groups OR in their examination level alongside other Level 1
OR
Show Exam
school’s uniform is sufficient;however, costume and props are permitted. All
Show Exam only. For more information on Show Exams please refer to The PAA
Examination Structure.
One member of staff must be present throughout the examination and is

responsible for the operation of music during The Performance and Technical
Skills assessment. Staff must not direct, lead or influence the candidates in any way.

Grade 1 Content
1 PERFORMANCE
A show performance has no time limit. A group performance for Grade 1 is required to be:
a minimum of 10 minutes and a maximum of 12 minutes long.
Candidates are expected to demonstrate the skills necessary to perform a highly confident and secure piece of musical
theatre, including an ability to combine an understanding of character with ensemble singing and dancing. Grade 1
candidates will have the ability to sustain their character and focus throughout the performance. There should be evidence
of thorough preparation resulting in a secure performance piece. Grade 1 candidates are required to deliver all aspects of
the performance from memory.

Candidates are required to have a Candidates must perform a minimum of Candidates must perform a range of
minimum of two solo spoken lines as well one full song as a group. Candidates will dance steps as an ensemble for a
as choral/ensemble lines of dialogue. exhibit clarity of diction and audibility. minimum of one full song..
Narration is also acceptable. Candidates
will exhibit clarity of diction and audibility.
Continued over ›

Grade 1 Content

The Technical Skills Demonstration gives candidates the opportunity to demonstrate their technical
ability in a workshop-style assessment. These assessments are aimed to encourage a deeper understanding and proficiency
of the technical skills required as a musical theatre performer. As candidates progress through the grades, the technical skills
assessment focuses on preparation for auditions.
The teacher will choose one Technical Skill from the list below. All candidates will demonstrate
the same skill. There should be evidence of thorough preparation resulting in a secure
demonstration of the chosen skill.
Acting OR Singing OR Dancing

Technical Skill Technical Skill Technical Skill
Grade 1 candidates are required to show Candidates will be arranged in small Candidates will be arranged in small
an ability to communicate character and groups and will be required to sing one of groups and will be required to
mood within a given scenario. the two pre-prepared technical studies. demonstrate one of two pre-prepared
Candidates will demonstrate their skills The choice of which study is seen for the technical combinations, arranged by the
in small groups. The characters and examination is that of the examiner. The teacher. The choice of which combination
scenarios will be chosen and given by study should allow each candidate to demonstrated is that of the examiner.
the examiner. Each performance will showcase their skills and abilities clearly Teachers are required to choreograph
last between 15 and 20 seconds. The and focus on the development of the two contrasting combinations aimed to
examiner may stop the performance if candidate’s vocal technique. focus on key technical skills.
the maximum time limit is exceeded. Study pieces are taken from standard Example combinations; elevation and
Candidates will be expected to musical theatre repertoire and are travel, strengthening and limbering, kicks
demonstrate an awareness of character, age-appropriate for the suggested level or pirouettes. Note these are example
situation and emotion. of the grade taken. Studies may be combinations only, teachers have full
performed with a pre-recorded or live flexibility to choreograph any two
A full list of Grade 1 scenarios can be accompaniment and in any key. The contrasting combinations of their choice.
found at: www.rslawards.com/ extract required for each study has been The combinations should be labelled and
performance-arts noted in lyric form. Please note the full referred to as Combination A and
song is not required. Combination B. The music for each
Candidates and teachers MUST combination is of free choice and must
familiarise themselves with each See page 75 for Grade 1 Study Pieces last between 30 and 40 seconds. Content
scenario and make the necessary should allow each candidate to showcase
preparation. their skills and abilities clearly and focus
Example scenario (Candidates would be on the development of the candidate’s
A or B): A and B are siblings. A comes to dance technique.
tell B that their mum has just won a
family trip to Florida.
Note that this is an example scenario
only.

Grade 1 Content
n The character’s appearance

n Challenges of performance
n The character’s relationships
n The mood of the chosen pieces

Grade 2
Group Exam
performance requirement.. Group Exams must have a minimum of two and a
OR
Show Exam
Show Exam only. For more information on Show Exams, please refer to The PAA


Grade 2 Content
1 PERFORMANCE
Grade 2 candidates are expected to demonstrate the skills necessary to perform a highly confident and consistently secure
piece of musical theatre, including an ability to combine an understanding of character with ensemble singing and dancing.
Candidates are expected to show an ability to sustain their character and focus throughout the performance. There should
be evidence of thorough preparation, resulting in a secure performance piece. Candidates are expected to deliver all
aspects of the performance from memory.

minimum of three solo spoken lines as one full song as a group. Candidates will dance steps as an ensemble for a
well as choral/ensemble lines of dialogue. exhibit clarity of diction and audibility. minimum of one full song.
Narration is also acceptable. Candidates
will exhibit clarity of diction and audibility.
Continued over ›

Grade 2 Content

The Technical Skills Demonstration gives candidates the opportunity to display their technical ability in a workshop-style assessment.
These assessments are aimed to encourage a deeper understanding and proficiency of the technical skills required as a musical
theatre performer. As candidates progress through the grades, the technical skills assessment focuses on preparation for auditions.
Teachers will choose one Technical Skill from the list below. All candidates will demonstrate

mood within a given scenario. the two pre-prepared technical studies. demonstrate one of two pre-prepared
Candidates will demonstrate their skills The choice of which study demonstrated technical combinations, arranged by the
in small groups. The characters and is that of the examiner. The study should teacher. The choice of which combination
scenarios will be chosen and given by allow each candidate to showcase their demonstrated is that of the examiner.
the examiner. Each performance will skills and abilities clearly and focus on the Teachers are required to choreograph
last between 20 and 30 seconds. The development of the candidate’s vocal two contrasting combinations aimed to
examiner may stop the performance if technique. focus on key technical skills.
the maximum time limit is exceeded. Study pieces are taken from standard Example combinations; elevation and
Candidates will be expected to musical theatre repertoire and are travel, strengthening and limbering, kicks
demonstrate an awareness of character, age-appropriate for the suggested level or pirouettes. Note these are example
situation and emotion. of the grade taken. Studies may be combinations only, teachers have full
performed with a pre-recorded or live flexibility to choreograph any two
A full list of Grade 2 scenarios can be accompaniment and in any key. The contrasting combinations of their choice.
found at: www.rslawards.com/ extract required for each study has been The combinations should be labelled and
performance-arts noted in lyric form. Please note the full referred to as Combination A and
song is not required. Combination B. The music for each
Candidates and teachers MUST combination is of free choice and must
familiarise themselves with each See page 75 for Grade 2 Study Pieces last between 40 and 50 seconds. Content
scenario and make the necessary should allow each candidate to showcase
preparations. their skills and abilities clearly and focus
Example scenario, (two candidates – on the development of the candidate’s
A and B): A and B are friends playing on a dance technique.
computer game. A accuses B of
cheating.
Note that this is an example scenario
only.

Grade 2 Content
n The character’s feelings

n The character’s relationships in the performance
n The context of the performance
n Challenges in the performance

Grade 3
Group Exam
of work with elements of acting, singing and dancing throughout. For a group
exam, the school’s uniform is sufficient; however, costume and props are
OR
Show Exam


Grade 3 Content
1 PERFORMANCE
Grade 3 candidates are expected to demonstrate the skills necessary to perform a highly confident and consistently
fluent and assured piece of musical theatre, including a strong ability to combine an understanding of character with
ensemble singing and dancing. Candidates are expected to show an ability to sustain their character and focus throughout
the performance. There should be evidence of thorough preparation resulting in a secure performance piece. Candidates
are expected to deliver all aspects of the performance from memory.

minimum of three solo spoken lines as one full song as a group. Candidates will dance steps as an ensemble for a
well as choral/ensemble lines of exhibit clarity of diction and audibility. minimum of one full song.
dialogue. Narration is also acceptable.
Candidates will exhibit clarity of diction
and audibility.

Grade 3 Content

Teachers will choose one Technical Skill from the list below. All candidates will demonstrate

mood within a given scenario. Candidates the two pre-prepared technical studies. demonstrate one of two pre-prepared
will demonstrate their skills in small The choice of which study demonstrated technical combinations, arranged by the
groups. The characters and scenarios will is that of the examiner. The study should teacher. The choice of which combination
be chosen and given by the examiner. allow each candidate to showcase their demonstrated is that of the examiner.
Each performance will last between 30 skills and abilities clearly and focus on the Teachers are required to choreograph
and 40 seconds. The examiner may stop development of the candidate’s vocal two contrasting combinations aimed to
the performance if the maximum time technique. focus on key technical skills. Example
limit is exceeded. Candidates will be Study pieces are taken from standard combinations; elevation and travel,
expected to demonstrate an awareness musical theatre repertoire and are strengthening and limbering, kicks or
of character, situation and emotion. age-appropriate for the suggested level pirouettes. Note these are example
of grade taken. Studies may be combinations only, teachers have full
A full list of Grade 3 scenarios can be performed with a pre-recorded or live flexibility to choreograph any two
found at: www.rslawards.com/ accompaniment and in any key. The contrasting combinations of their choice.
performance-arts extract required for each study has been The combinations should be labelled and
noted in lyric form. Please note the full referred to as Combination A and
Candidates and teachers MUST song is not required. Combination B. The music for each
familiarise themselves with each scenario combination is of free choice and must
and make the necessary preparations. See page 76 for Grade 3 Study Pieces last between 50 and 60 seconds. Content
Example scenario (three candidates – A, B should allow each candidate to showcase
and C): A, B and C are school friends. They their skills and abilities clearly and focus
have just received their English test on the development of the candidate’s
results and are comparing their marks. A dance technique.
has done okay, B has done badly and C has
got top marks.
Note that this is an example scenario only.

Grade 3 Content
n The character’s emotions

n Challenges faced during the performance
n Character relationships in the performance
n Processes used in rehearsal to help to learn and remember the piece

Grade 4
Group Exam
OR
Show Exam
or maximum number of candidates for a show exam; the specified performance
time and candidate minimum still applies for a Show Exam. The school’s uniform
is sufficient; however, costume and props are permitted. All candidates MUST
wear their allocated candidate number on the front and back of their clothing
throughout the performance. An audience is permitted for a Show Exam only.
For more information on Show Exams, please refer to The PAA Examination
Structure.


Grade 4 Content
1 PERFORMANCE
Grade 4 candidates will be able to demonstrate the skills necessary to perform a highly confident and consistently secure
piece of musical theatre. Candidates will exhibit a greater proficiency and fluency during the transitions between acting,
singing and dancing. The sense of character and standard of singing and dancing should be assured and highly confident
throughout the piece. Candidates are expected to show an ability to sustain their character and focus throughout the
performance. There should be evidence of thorough preparation resulting in a secure performance piece at an
intermediate level. Candidates are expected to deliver all aspects of the performance from memory.

Candidates are required to have a Candidates are required to perform a Candidates are required to perform a
minimum of six lines of dialogue. minimum of 8-16 bars of solo or duo variety of dance steps as an ensemble
Candidates will exhibit clarity of diction singing (8 bars for slow tempo and 16 for for a minimum of two songs.
and audibility. up tempo). The harmony line should be in
Candidates are required to have a no less than two-part harmony.
specified role to make interpretive Candidates will exhibit clarity of diction
choices. and audibility. Candidates should
demonstrate a clear sense of integration
of text and music (acting through song).
The performance requirements detailed above for all three disciplines can be achieved and presented all at once or split up
throughout the performance. Example: the required number of bars of solo or duo singing can be achieved during one song or split
between a number of songs throughout the performance.

Grade 4 Content

theatre performer. As candidates progress through the grades the technical skills assessment focuses on preparation for auditions.
Candidates will prepare all three Technical Skills, the examiner will choose one skill from the
list below. All candidates will demonstrate the same skill. There should be evidence of
thorough preparation resulting in a secure demonstration of the chosen skill.

Grade 4 candidates are required to Candidates will be arranged in small Candidates will be arranged into
demonstrate the ability to communicate groups and will be required to sing one of small groups and will be required to
character, objective and status within a the three pre-prepared technical studies. demonstrate one of two pre-prepared
given scenario. Candidates will The choice of which study demonstrate is technical combinations, arranged by the
demonstrate their skills in small groups. that of the examiner. The study should teacher. The choice of which combination
The characters and scenario will be given allow each candidate to showcase their demonstrated is that of the examiner.
to each group, plus the previously skills and abilities clearly and focus on the Teachers are required to choreograph two
unknown status. Each performance will development of the candidate’s vocal contrasting combinations aimed to focus
last between 40 and 50 seconds. The technique. on key technical skills. Example
examiner may stop the performance if the Study pieces are taken from standard combinations; elevation and travel,
maximum time limit is exceeded. musical theatre repertoire and are strengthening and limbering, kicks or
Candidates will demonstrate an age-appropriate for the suggested level pirouettes. Note these are example
awareness of character, situation, status of grade taken. Studies may be combinations only, teachers have full
and emotion. performed with a pre-recorded or live flexibility to choreograph any two
accompaniment and in any key. The contrasting combinations of their choice.
A full list of scenarios, minus the extract required for each study has been The combinations should be labelled and
unknown element, can be found at: noted in lyric form. Please note the full referred to as Combination A and
www.rslawards.com/performance-arts song is not required. Combination B. The music for each
combination is of free choice and must
Candidates and teachers MUST See page 76 for Grade 4 Study Pieces last between 60 and 70 seconds.
familiarise themselves with each scenario The combination should include evidence
and make the necessary preparations. of developmental flexibility. Content
Example scenario (two candidates – A and should allow each candidate to showcase
B): Friends A and B are visiting a theme their skills and abilities clearly and focus
park. A wants to go on the biggest on
rollercoaster but B doesn’t. (Previously the development of the candidate’s
unknown status given by the examiner on dance technique.
the day): A is confident as he/she has been
on lots of rollercoasters. B hasn’t and is
scared, but doesn’t want A to know.

Grade 4 Content
n Historical context of the piece

n Background of playwright/composer
n Challenges of the performance
n Similarities and differences between characters in the piece

Grade 5
Group Exam
of work with elements of acting, singing and dancing throughout. For a group
exam, the school’s uniform is sufficient; however, costume and props are
OR
Show Exam
elements of acting, singing and dancing is also permitted. There is no time
limit or maximum number of candidates for a Show Exam; the specified


Grade 5 Content
1 PERFORMANCE
Grade 5 candidates will be able to demonstrate the skills necessary to perform a highly confident, convincing and
consistently secure piece of musical theatre. Candidates will exhibit greater proficiency and fluency during the transitions
between acting, singing and dancing. The sense of character and standard of dancing and singing should be assured and
confident throughout the piece. Candidates are expected to show an ability to sustain their character and focus throughout
the performance. There should be evidence of thorough preparation resulting in a secure performance piece at an
intermediate level. Candidates are expected to perform all aspects of the repertoire from memory.

Candidates are required to have a Candidates are required to perform a Candidates are required to perform a
minimum of eight lines of dialogue. minimum of 16 bars’ worth of solo variety of dance steps as an ensemble for
Candidates will exhibit clarity of diction singing, ensemble singing is also a minimum of two songs. Dynamic and
and audibility. Candidates are required to expected. The harmony line should be in challenging in content, grade 5 candidates
have a specified role to make interpretive no less than two-part harmony. must be featured within an ensemble
choices. Candidates will exhibit clarity of diction dance number and perform within the
and audibility. Candidates should downstage/focal point.
demonstrate a clear sense of integration Grade 5 candidates must be featured
of text and music within an ensemble dance number
and perform within the downstage/focal
point.

Grade 5 Content

theatre performer. As candidates progress through the grades, the technical skills assessment focuses on preparation for auditions..
Candidates will prepare all three Technical Skills, the examiner will choose one skill from the
list below. All candidates will demonstrate the same skill. There should be evidence of
thorough preparation resulting in a secure demonstration of the chosen skill.

Grade 5 candidates are required to Candidates will be arranged in small Candidates will be arranged into
demonstrate an ability to communicate groups and will be required to sing one of small groups and will be required to
character, objective, subtext and status the three pre-prepared technical studies. demonstrate one of two pre-prepared
within a given scenario. An unknown The choice demonstrated is that of the technical combinations, arranged by the
element will be added to the scenario examiner. The study should allow each teacher. The choice of which
on the exam day. Candidates will candidate to showcase their skills and combination demonstrated is that of the
demonstrate their skills in small groups. abilities clearly and focus on the examiner. Teachers are required to
The examiner will inform the group of the development of the candidate’s vocal choreograph two contrasting
new element (related to either status, technique. combinations aimed to focus on key
objective or subtext). Each performance Study pieces are taken from standard technical skills. Example combinations;
will last between 50 and 60 seconds. musical theatre repertoire and are elevation and travel, strengthening and
The examiner may stop the performance age-appropriate for the suggested level limbering, kicks or pirouettes. Note these
if the maximum time limit is exceeded. of grade taken. Studies may be are example combinations only, teachers
Candidates will demonstrate an awareness performed with a pre-recorded or live have full flexibility to choreograph any
of character, situation, emotion, and either accompaniment and in any key. The two contrasting combinations of their
status, objective or subtext. extract required for each study has been choice. The combinations should be
noted in lyric form. Please note the full labelled and referred to as Combination A
A full list of scenarios, minus the song is not required. and Combination B. The music for each
unknown element, can be found at combination is of free choice and must
www.rslawards.com/performance-arts See page 77 for Grade 5 Study Pieces last between 70 and 80 seconds. The
combination should include evidence of
Candidates and teachers MUST developmental flexibility. Content should
familiarise themselves with each scenario allow each candidate to showcase their
and make the necessary preparations. skills and abilities clearly and focus on the
Example scenario (two candidates – A and development of the candidate’s dance
B): A and B are working on a building site. technique.
They find a box of gold jewellery while
excavating. A wants to hand it to the
Manager, but B wants to keep it.
Previously unknown element (in this case,
status) given by the examiner prior to
performance: (example only): B has
been in the job longer, and is more highly
paid, than A.

Grade 5 Content
n Character’s objectives in the piece

n Challenges faced during the performance
n Historical context of the piece
n Rehearsal processes used to prepare vocally and physically for the performance
n Rehearsal processes used to develop character

Grade 6
Group Exam
OR
Show Exam
limit or maximum number of candidates for a Show Exam: the specified


Grade 6 Content
1 PERFORMANCE
Grade 6 candidates are required to exhibit a highly confident, comprehensive, three-dimensional sense of character, as well as
an ability to integrate acting, singing and dancing with fluency. Candidates are required to perform at an advanced level in an
ensemble and independently. The sense of character and standard of dancing and singing should be assured and highly confident
throughout and candidates are expected to show an ability to sustain their character and focus throughout the performance.
Candidates are expected to perform all aspects of the repertoire from memory, and there should be evidence of thorough
preparation resulting in a secure performance.

Candidates are required to have a key Candidates are required to perform at Candidates are required to perform a
character role with a minimum of 10 lines least 32 bars’ worth of solo singing; variety of dance steps as an ensemble,
of dialogue. Candidates will exhibit clarity ensemble singing is also expected. The dynamic and challenging in content.
of diction and audibility. harmony line should be in no less than Grade 6 Candidates are required to
two-part harmony. Candidates will exhibit perform at least four bars as a solo, pair,
clarity of diction and audibility. or trio. Candidates must also dance in an
Candidates will exhibit an awareness of ensemble for a minimum of two full
the style and show a clear sense of songs. Candidates will perform from a
integration of text and music (acting complex repertoire of steps.
through song).

Grade 6 Content

theatre performer. As candidates progress through the grades, the technical skills assessment focuses on preparation for auditions
Candidates will prepare all three Technical Skills; the examiner will select two skills for
demonstration in the examination. There should be evidence of thorough preparation
resulting in a secure demonstration of the chosen skills.
Acting AND / OR Singing AND / OR Dancing

Candidates are required to perform Candidates will be required to sing one Candidates must demonstrate both
one of two prepared monologue or of the two pre-prepared technical studies of the following exercises:
duologues. The choice of which study as a solo. The choice of which study
demonstrated is that of the examiner. demonstrated is that of the examiner. The Exercise 1:
Each performance must be a minimum of study should allow each candidate to Candidates will be arranged into
45 seconds and a maximum of one showcase their skills small groups and will be required to
minute long. The chosen material should and abilities clearly and focus on the demonstrate a technical combination
provide a contrast to The Performance, development of the candidate’s based on travel and elevation, arranged
differing in theme, mood, style or period. vocal technique. by the teacher. The music for the
Monologues/duologues must be from Candidates will be expected to combination is of free choice and must
published plays or a devised monologue/ perform from memory, and to last between 80 and 90 seconds.
duologue from a Musical Theatre Song. demonstrate a total awareness of their
Candidates should state the play or song voice and technique. Exercise 2:
title, author and character’s name prior Study pieces are taken from standard Candidates are required to improvise;
to the performance. Candidates will be musical theatre repertoire and are this will be assessed in small groups. The
expected to perform from memory, and age-appropriate for the suggested level improvisation will last no longer than 60
to demonstrate a total awareness of of grade taken. Studies may be seconds and will be to music the examiner
character, text, subtext, emotion and performed with a pre-recorded or live provides. Candidates should aim to use a
style. accompaniment and in any key. The wide vocabulary of steps along with a
extract required for each study has strong sense of technique. Candidates
been noted in lyric form. Please note the will be permitted to listen to the piece
full song is not required. of music once through before they are
asked to improvise.
See page 77 for Grade 6 Study Pieces

Grade 6 Content
n The style of the piece and how that style was achieved
n Analysis of techniques used in the rehearsal process
n Historical context
n Critique of candidate’s own performance
n Warm-up techniques

Grade 7
Group Exam
OR
Show Exam
limit or maximum number of candidates for a Show Exam: the specified


Grade 7 Content
1 PERFORMANCE
At Grade 7, candidates are required to exhibit a highly confident and comprehensive, three-dimensional sense of character, as
well as an ability to integrate acting, singing and dancing with fluency and from memory. Candidates are required to perform at an
advanced level in an ensemble and independently. The sense of character and standard of dancing and singing should be assured
and confident throughout the piece. Candidates are expected to show an ability to sustain their character and focus throughout
the performance. There should be evidence of thorough preparation resulting in a secure performance piece. Candidates are
expected to perform all aspects of the repertoire from memory.

Candidates are required to have a key Candidates are required to perform at Candidates are required to perform a
character role with a minimum of 10 least 64 bars’ worth of solo singing; variety of dance steps as an ensemble,
lines of dialogue. Candidates will exhibit ensemble singing is also expected and which are dynamic and challenging in
clarity of diction and audibility. Grade 7 candidates must be featured in content. Candidates are required to
The role should enable the candidate to other songs throughout the performance. perform at least eight bars as a solo or
make a range of interpretive choices and The harmony line should be in no less pair. Candidates will exhibit clarity of
exhibit an awareness of the style and than two-part harmony. diction and audibility. Candidates must
period of the piece. Candidates will exhibit an awareness of also dance in an ensemble for a minimum
the style and show a clear sense of of two full songs. Candidates will perform
integration of text and music (acting from a complex repertoire of steps.
through song). Candidates will exhibit an appropriate
sense of style and characterisation.

Grade 7 Content

Candidates will prepare all three Technical Skills; the examiner will select two skills for
demonstration in the examination. There should be evidence of thorough preparation
resulting in a secure demonstration of the chosen skills.
Acting AND / OR Singing AND / OR Dancing

Candidates are required to perform a Candidates will be required to sing in a Candidates will be arranged into
prepared monologue. This should be a duet or trio*. The duet or trio passage small groups and will be required to
minimum of one minute and a maximum should allow each candidate to showcase demonstrate one of two pre-prepared
of one-and-a-half minutes long. The their skills and ability to harmonise in a musical theatre dance numbers,
chosen monologue should provide a small group, as well as focusing on the contrasting to The Performance in either
contrast to The Performance, differing in development of the candidate’s vocal style or era. The arrangement is free and
theme, mood, style or period. technique. This should be a minimum of must be an independent performance
Monologues must be from published one minute and a maximum of one-and-a with no partner or group work. The
plays. Candidates should state the play half minutes long. The chosen song performance will last between one and
title, author and character’s name prior to should provide a contrast to The one-and-a-half minutes.
performance. Candidates will be Performance, differing in theme, mood,
expected to perform from memory, style or period. Songs must be from The examiner may need to stop
and to demonstrate a total awareness published musicals. Candidates should the performance if the maximum time
of character, text, subtext, emotion state the song and musical title and the limit is exceeded.
and style. composer and/or lyricist prior to
The examiner may need to stop performance.
the performance if the maximum time There should be a clear and highly
limit is exceeded. developed use of technique and
performance, creativity and artistry.
The examiner may need to stop the

performance if the maximum time limit
is exceeded.
*Students not being examined are welcome to enter the examination room and perform, joining any existing Grade 7 candidates to
form a duet or trio. This arrangement is only permitted if there are not enough candidates to form a duet or trio.

Grade 7 Content
n Theatre styles relevant to the performance piece

n Analysis of techniques or processes used in rehearsal to
achieve the style and historical period
n Techniques and terminology relevant to musical theatre,
for example: breath support, diaphragm, dynamics, rhythm,
modulation, objective, subtext

Grade 8
Group Exam
OR
Show Exam
All students from Premier to Grade 8 can perform together in a whole school
limit or maximum number of candidates for a Show Exam, the specified


Grade 8 Content
1 PERFORMANCE
Grade 8 candidates are required to exhibit a highly confident and comprehensive, three-dimensional sense of character,
as well as an ability to integrate acting, singing and dancing with fluency. Candidates are required to perform at an advanced
level in an ensemble and independently. The sense of character and standard of dancing and singing should be assured and
highly confident throughout the piece. Candidates are expected to show an ability to sustain their character and focus
throughout the performance. There should be evidence of thorough preparation resulting in a secure performance piece.
Candidates are expected to perform all aspects of the repertoire from memory.

Candidates are required to have a key Candidates are required to perform two Candidates are required to perform from
character role with a minimum of 12 solo songs, contrasting in style; these an advanced and highly developed
lines of dialogue. The role should enable must be no less than 32 bars each, repertoire of steps, dynamic and
the candidate to make a range of ensemble singing is also required. The challenging in content. Candidates are
interpretative choices and exhibit an harmony line should be in no less than required to perform at least 16 bars as a
awareness of the style of the piece, and two-part harmony. Candidates will exhibit solo or pair, ensemble dancing is also
the historical period. Grade 8 candidates clarity of diction and audibility. Candidates required. Candidates will exhibit an
are expected to reveal a total will exhibit an awareness of the style and appropriate sense of style and
understanding of character, emotion, text show a clear sense of integration of text characterisation.
and subtext. Candidates will exhibit clarity and music (acting through song).
of diction and audibility. The role should
enable the candidate to make a range of
interpretive choices and exhibit an
awareness of the style and period of the
piece.

Grade 8 Content

Candidates will perform all three Technical Skills. There should be evidence of thorough
preparation resulting in a secure demonstration of all three skills.
Acting AND Singing AND Dancing

Candidates will demonstrate one of two Candidates will demonstrate one of two Candidates will demonstrate one of two
pre-prepared monologues. Each should pre-prepared solo songs in contrasting pre-prepared solo dances in any dance
be a minimum of one-and-a-half minutes musical styles. The choice of material is style of their choice. The solos should be
and a maximum of two minutes long. The free; however, one of the two songs must suitable for an audition and should last
monologues should provide a contrast to be a lyrical ballad written pre-1965. Both between one and one-and-a-half
The Performance and each other, songs must be selected from a published minutes. The choice of music is free, a
differing in theme, mood, style or period. musical. The solos should be suitable for musical theatre song is not compulsory
Monologues must be from published an audition and should be a minimum of for either of the dances but candidates
plays. The examiner will choose which one-and-a-half minutes and a maximum must show a contrast in style and era to
monologue the candidate will perform. of two minutes long. The choice of which The Performance. The examiner may
Candidates should state the play title, song is demonstrated is that of the need to stop the performance if the
author and character’s name prior to examiner. Candidates should state the maximum time limit
performance. Candidates will be song and musical title and the composer is exceeded.
expected to perform from memory, and and/or lyricist prior to performance.
to demonstrate a total awareness of Candidates will be expected to
character, text, subtext, emotion and perform from memory, and to
style. demonstrate a total awareness of their
The examiner may need to stop the voice and technique. There should be a
performance if the maximum time limit clear and highly developed sense of
is exceeded. performance, creativity and artistry.
The examiner may need to stop the
performance if the maximum time limit
is exceeded.

Grade 8 Content
Candidates will take part in a one-to one-discussion with the examiner. The examiner
n Theatre styles and techniques relevant to the performance piece

n Stylistic features of the performance
n Limitations of the delivery/performance pieces
n Challenges of the rehearsal process
n Influence of theatre practitioners on the rehearsal process
and/or performance piece

Singing Technical
Assessment Exam
Study Pieces
Study pieces are taken from standard musical theatre repertoire and are
age-appropriate for the suggested level of the grade take. Studies may be performed
with a pre-recorded or live accompaniment and in any key. The extract required for
each study has been noted in lyric form. Please note the full song is not required, but
the repertoire is set for this section of the examination.

SINGING TECHNICAL ASSESSMENT EXAM STUDY PIECES
GRADE 1 GRADE 2
STUDY 1: STUDY 1:
“Where is Love” from “Oliver!” “My Favourite Things” from “The Sound Of Music”
Composed by Lionel Bart. Composed by Richard Rodgers and Oscar Hammerstein II.
“Oliver!” Vocal Selections “The Sound of Music” Vocal selections
[Published by TRO – The Richmond Organization (HL.378806)] [Published by Hal Leonard (HL.313346)]
“Who can say where she may hide? Must I travel far and wide? “Girls in white dresses with blue satin sashes
‘Till I am beside the someone who I can mean something to? Snowflakes that stay on my nose and eyelashes
Where, where is love?” Silver white winters that melt into springs
These are a few of my favourite things
When the dog bites, when the bee stings
STUDY 2: When I’m feeling sad
“Bibbidi Bobbidi Boo” from “Cinderella” I simply remember my favourite things
Composed by Al Hoffman, Jerry Livingston, and Mack David.
“Cinderella” Vocal Selections. And then I don’t feel so bad”
[Published by Hal Leonard (HL.359478)]
“Salaca doo la menthicka boo la bibbidi-bobbidi-boo

STUDY 2:
Put ’em together and what have you got? “Castle On A Cloud” from “Les Miserables”
bibbidi-bobbidi-boo Composed by Alain Boublil and Claude Michel Schonberg.
Salaca doo la menthicka boo la bibbidi-bobbidi-boo “Les Miserables” Vocal selections
[Published by Hal Leonard (HL.360286).]
It’ll do magic believe it or not
bibbidi-bobbidi-boo” “There is a lady all in white
Holds me and sings a lullaby
She’s nice to see and she’s soft to touch,
She says, ‘Cosette, I love you very much.’
I know a place where no one’s lost,

I know a place where no one cries,
Crying at all is not allowed,
Not in my castle on a cloud”

GRADE 3 GRADE 4
STUDY 1: STUDY 1:
“Maybe” from “Annie” “Over The Rainbow” from “The Wizard Of Oz”
Composed by Charles Strouse. Composed by Harold Arlen and E.Y. Harburg.
“Annie” Vocal Selections “The Wizard Of Oz” Vocal Selections (Film Version)
[Published by Hal Leonard (HL.383056)] [Published by Alfred Music (AP.TSF0038)]
“Maybe far away or maybe real nearby Somewhere over the rainbow way up high
He may be pouring her coffee There’s a land that I heard of once in a lullaby
She may be straightening his tie. Somewhere over the rainbow skies are blue
And the dreams that you dare to dream really do come true
Maybe in a house all hidden by a hill
She’s sitting playing piano Someday I’ll wish upon a star
He’s sitting paying a bill And wake up where the clouds are far behind me
Where troubles melt like lemon drops
Betcha they’re young, Betcha they’re smart
Away above the chimney tops
Bet they collect things like ashtrays, and art.
That’s where you’ll find me.
Betcha they’re good, why shouldn’t they be?
Their one mistake was giving up me. Somewhere over the rainbow bluebirds fly
Birds fly over the rainbow. Why then, oh, why can’t I?
So maybe now it’s time,
And maybe when I wake If happy little Blue birds fly above the rainbow
They’ll be there calling me baby Why, oh why can’t I?”
Maybe.”
STUDY 2:
STUDY 2: “Supercalifragilisticexpialidocious” from “Mary Poppins”
“Wouldn’t It Be Loverly” FROM “My Fair Lady” Composed by Anthony Drewe, George Stiles, Richard M. Sherman, and
Composed by Alan Jay Lerner and Frederick Loewe Robert B. Sherman
“My Fair Lady” Vocal Selections “Mary Poppins: The New Musical.” Selections from the Broadway
[Published by Hal Leonard (HL.312290)] Musical.
[Published by Hal Leonard (HL.313303).]
“All I want is a room somewhere
“When trying to express oneself, it’s frankly quite absurd,
Far away from the cold night air
To leaf through lengthy lexicons to find the perfect word.
With one enormous chair
A little spontaneity keeps conversation keen,
Oh, wouldn’t it be loverly?
You need to find a way to say, precisely what you mean...
Lots of chocolate for me to eat,
Supercalifragilisticexpialidocious!
Lots of coal makin’ lots of heat.
Even though the sound of it is something quite atrocious!
Warm face, warm hands, warm feet
If you say it loud enough, you’ll always sound precocious,
Supercalifragilisticexpialidocious!”
STUDY 3:
“One Hand, One Heart” from “West Side Story”
Composed by Leonard Bernstein and Stephen Sondheim
“West Side Story” Vocal Selections
[Published by Leonard Bernstein Music Publishing Co. (HL.450068)]
“Make of our hands, one hand,

Make of our hearts, one heart.
Make of our vows, one last vow;
Only death will part us now.
Make of our lives, one life.
Day after day, one life.
Now it begins, Now we start;
One hand, one heart.
Even death won’t part us now.”

GRADE 5 GRADE 6
STUDY 1: STUDY 1:
“When She Loved Me” from “Toy Story 2” “Johnny One Note” from “Babes in Arms”
Composed by Randy Newman Composed by Lorenz Hart and Richard Rodgers
“Toy Story 2” Vocal Selections “Babes In Arms” Vocal Score.
[Published by Hal Leonard (HL.313152)] [Published by Hal Leonard (HL.312015)]
“When somebody loved me, everything was beautiful “Poor Johnny One-Note sang got in “Aida”
Every hour we spent together, lives within my heart Indeed a great chance to be brave
And when she was sad, I was there to dry her tears He took his one note, howled like the North Wind
And when she was happy, so was I, when she loved me. Brought forth wind that made critics rave,
While Verdi turned round in his grave!
Through the Summer and the Fall, we had each other, that was all
Just she and I together, like it was meant to be Couldn’t hear the flute
Or the big trombone
And when she was lonely, I was there to comfort her
Ev’ry one was mute
And I knew that, she loved me.”
Johnny stood alone.
Cats and Dogs stopped yapping, Lions in the Zoo

STUDY 2: All were jealous of Johnny’s big trill.
“People Will Say We’re in Love” from “Oklahoma!”
Composed by Richard Rodgers and Oscar Hammerstein II Thunder claps stopped clapping
“Oklahoma!” Vocal Selections - Revised Edition Traffic ceased its road
[Published by Williamson Music (HL.312292)]
And they tell us Niagra stood still.
“Don’t throw bouquets at me
He stopped the train whistles, Boat whistles,
Don’t please my folks too much
Stem whistles, Cop whistles
Don’t laugh at my jokes too much
All whistles bowed to his skill.
People will say we’re in love!
Sing Johnny One-Note, sing out with “gusto”
Don’t sigh and gaze at me
And just overwhelm all the crowd. Ah!
Your sighs are so like mine
Your eyes mustn’t glow like mine So sing Johnny One-Note, out loud!
People will say we’re in love! Sing Johnny One-Note
Sing Johnny One-Note, out loud!
Don’t start collecting things
Give me my rose and my glove.
Sweetheart they’re suspecting things
STUDY 2:
People will say we’re in love.” “Somewhere” from “West Side Story”
Composed by Leonard Bernstein and Stephen Sondheim
“West Side Story” Vocal Selections
[Published by Leonard Bernstein Music Publishing Co. (HL.450068)]
STUDY 3:
“Brush Up Your Shakespeare” from “Kiss Me Kate” “There's a time for us, some day a time for us
Composed by Cole Porter
“Kiss Me, Kate” Vocal Selections. Time together and time to spare
[Published by Hal Leonard (HL.312232)] Time to learn, time to care
Someday, somewhere
“Brush up your Shakespeare
We'll find a new way of living
Start quoting him now
We'll find a way of forgiving
Brush up your Shakespeare
Somewhere
And the women you will wow
There's a place for us, a time and place for us
Just declaim a few lines from ‘Othella’
Hold my hand and we're halfway there
And they think you’re a heckuva fella
Hold my hand and I'll take you there
If your blond won’t respond when you flatter ’er
Somehow
Tell her what Tony told Cleopaterer
Someday
And if still, to be shocked, she pretends well Somewhere”
Just remind her that ‘All’s Well That Ends Well’
Brush up your Shakespeare
And they’ll all kowtow”

Paa Musical Theatre Syllabus Specification PDF

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Performance Arts Awards (PAA)

3 PAA Musical Theatre Syllabus Specification

How to download your content

4 PAA Musical Theatre Syllabus Specification

5 PAA Musical Theatre Syllabus Specification

Total Qualification Time Allocations for Graded Examinations

Guided Learning Practice Total Qualification Credit

Grade 4 20 110 130 13

Grade 5 24 126 150 15

Grade 6 26 144 170 17

Grade 7 30 160 190 19

Grade 8 40 200 240 24

6 PAA Musical Theatre Syllabus Specification

SECTION A: QUALIFICATION SUMMARY

A.1 Aims and Broad Objectives A.3 Qualification Structure

SECTION B: ASSESSMENT INFORMATION

B.1 Assessment Methodology B.2 Expectations of Knowledge, Skills

7 PAA Musical Theatre Syllabus Specification

SECTION C: CANDIDATE ACCESS AND REGISTRATION

C.1 Access and Registration C.2 Recommended Prior Learning

At the point of application, RSL will ensure that all candidates

Candidates may enter online for any of the qualifications

SECTION D: COMPLAINTS AND APPEALS

SECTION E: EQUAL OPPORTUNITIES POLICY

SECTION F: CONTACTS FOR HELP & SUPPORT

All correspondence should be directed to:

8 PAA Musical Theatre Syllabus Specification

9 Performance Arts Awards Musical Theatre Syllabus Specification

n Style, form and movement

10 PAA Musical Theatre Syllabus Specification

Period of Operation Recommended Ages

n Hair is neatly tied back.

11 PAA Musical Theatre Syllabus Specification

12 Performance Arts Awards Musical Theatre Syllabus Specification

Title RSL Entry Level Award in Musical Theatre Performance – Entry 2

Level Entry Level 2

Guided Learning Hours 8

Total Qualification Time 30

Learning Outcome Assessment Criteria

Title RSL Entry Level Award in Musical Theatre Performance – Entry 3

Level Entry Level 3

Guided Learning Hours 10

Total Qualification Time 40

Learning Outcome Assessment Criteria

13 PAA Musical Theatre Syllabus Specification

Title RSL Level 1 Award in Musical Theatre Performance – Grade 1

Guided Learning Hours 12

Total Qualification Time 60

Learning Outcome Assessment Criteria

14 PAA Musical Theatre Syllabus Specification

Title RSL Level 1 Award in Musical Theatre Performance – Grade 2

Guided Learning Hours 16

Total Qualification Time 80

Learning Outcome Assessment Criteria

15 PAA Musical Theatre Syllabus Specification

Title RSL Level 1 Award in Musical Theatre Performance – Grade 3

Guided Learning Hours 18

Total Qualification Time 100

Learning Outcome Assessment Criteria

16 PAA Musical Theatre Syllabus Specification

Title RSL Level 2 Certificate in Musical Theatre Performance – Grade 4

SECTION A: QUALIFICATION SUMMARY

SECTION B: ASSESSMENT INFORMATION

SECTION C: CANDIDATE ACCESS AND REGISTRATION

SECTION D: COMPLAINTS AND APPEALS

SECTION E: EQUAL OPPORTUNITIES POLICY

SECTION F: CONTACTS FOR HELP & SUPPORT