Guidance on how examiners’ apportion marks

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DISTINCTION	MERIT	PASS	BELOW PASS
Technical and musical mastery of ‘Playing Skills’ as defined within relevant Syllabus / Grade A sense of performance combined with overall accuracy Appropriate and contrasting tempos Musically appropriate use of dynamics and articulation Accurate intonation and pitch Fluent and accurate delivery of additional technical tasks / musical understanding / playing from memory / as specified by syllabus and grade	Most of the required ‘Playing Skills’ demonstrated and attained as listed for relevant Syllabus/ Grade Evidence of style and sense of performance Appropriate and contrasting tempos Some use of dynamics and articulation Secure pitch and intonation Technically secure Mostly accurate performance of additional technical tasks / musical understanding / playing from memory / as specified by syllabus and grade	Some of the required ‘Playing Skills’ demonstrated and attained as listed for relevant Syllabus/ Grade No major errors with timing, note accuracy, intonation or pitch Minimal use of articulation, dynamics and general expression Some evidence of contrast between pieces Generally accurate and mostly fluent performance of additional technical tasks as specified by syllabus and grade Slow, short response to musical understanding questions as specified by syllabus and grade	Very few of the required ‘Playing Skills’ demonstrated and attained within relevant Syllabus/ Grade Inability to sustain a performance Poor timing, note accuracy and intonation No use of dynamics, expression or articulation Chosen pieces too similar in style and tempo Inability or insecure performance of additional technical tasks as specified by syllabus and grade Inaccurate or Inability to answer musical understanding questions as specified by syllabus and grade

DISTINCTION

MERIT

PASS

BELOW PASS

Technical and musical mastery of ‘Playing Skills’ as defined within relevant Syllabus / Grade
A sense of performance combined with overall accuracy
Appropriate and contrasting tempos
Musically appropriate use of dynamics and articulation
Accurate intonation and pitch
Fluent and accurate delivery of additional technical tasks / musical understanding / playing from memory / as specified by syllabus and grade

Most of the required ‘Playing Skills’ demonstrated and attained as listed for relevant Syllabus/ Grade
Evidence of style and sense of performance
Appropriate and contrasting tempos
Some use of dynamics and articulation
Secure pitch and intonation
Technically secure
Mostly accurate performance of additional technical tasks / musical understanding / playing from memory / as specified by syllabus and grade

Some of the required ‘Playing Skills’ demonstrated and attained as listed for relevant Syllabus/ Grade
No major errors with timing, note accuracy, intonation or pitch
Minimal use of articulation, dynamics and general expression
Some evidence of contrast between pieces
Generally accurate and mostly fluent performance of additional technical tasks as specified by syllabus and grade
Slow, short response to musical understanding questions as specified by syllabus and grade

Very few of the required ‘Playing Skills’ demonstrated and attained within relevant Syllabus/ Grade
Inability to sustain a performance
Poor timing, note accuracy and intonation
No use of dynamics, expression or articulation
Chosen pieces too similar in style and tempo
Inability or insecure performance of additional technical tasks as specified by syllabus and grade
Inaccurate or Inability to answer musical understanding questions as specified by syllabus and grade

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