Please note: Music-Ready is not affiliated with, endorsed by or connected to any exam board. This page contains no syllabus content. Pieces, scales, tests and formats differ between boards and change over time, so always follow your teacher and the exam board's official, current requirements.

With that said, the habits that help children feel ready are similar whichever board they take. Here is a simple framework to discuss with your teacher.

A 12-week countdown

Twelve weeks is a planning idea, not a rule. Your teacher may prefer a longer or shorter run-up. Breaking the time into stages simply helps avoid a last-minute rush.

• Weeks 12 to 9: learn all the notes carefully and slowly. Agree with the teacher which parts are hardest. Start a short daily routine for scales and sight-reading.
• Weeks 8 to 5: build fluency and musical character. Use a tempo ladder to bring tricky passages up to speed. Begin occasional run-throughs.
• Weeks 4 to 2: hold mock exams. Practise every section, not just the pieces. Polish the details your teacher points out.
• Final week: keep sessions short and confident. Run things through, sleep well and check the practical arrangements.

Mock performances

A Trinity College London blog post for candidates suggests running the whole performance from start to finish a few times to build stamina, and performing to a friend or family member as an audience. The British Association for Performing Arts Medicine (BAPAM), in its factsheet on performance anxiety, recommends practising anxiety-management techniques in low-stress situations first, and rehearsing by "mimicking the performance in as much detail as possible". At home, that could mean walking in, settling, and playing once without stopping, as if the examiner were in the room. Afterwards, talk about what went well before discussing what to improve.

Prepare every part, not just the pieces

In Trinity's advice, one examiner urges candidates to be "really prepared, secure and confident in all parts of the exam." Technical work and supporting tests are often left until late. A few minutes on them most days is far easier than cramming.

Sight-reading little and often

Many teachers recommend a short daily sight-reading habit rather than occasional long sessions: one or two short pieces of new music, read once without stopping to correct. A simple routine:

• Look first at the key, the time signature and any tricky rhythms.
• Set a steady, comfortable pulse.
• Keep going, even after a slip.
• Choose material a little easier than your current pieces.

As another Trinity examiner points out, "sight-reading is needed first to learn your piece", so this skill pays off well beyond the exam.

A scales routine

Scales and technical work improve steadily with daily attention. Rather than playing every scale every day, many teachers suggest rotating through a few each session and ticking them off on a checklist so nothing is forgotten. Play slowly and evenly first, then build speed. Check the current requirements with your teacher so your child practises the right ones.

Nerves on the day

Nerves are normal. A Trinity blog post puts it simply: "Nerves just show you care." BAPAM's factsheet suggests treating adrenaline as a sign you are ready, focusing on the task rather than the audience, and refocusing and carrying on after a mistake. Practical tips drawn from Trinity's advice:

• Allow extra time for the journey so you arrive calm.
• Check the instrument is actually in its case before you leave.
• Bring any paperwork or music the board asks for.
• If a small mistake happens, keep going. It does not mean you have failed.
• A quiet distraction, such as a favourite song on headphones, can help while waiting.

Afterwards, start with what went well. BAPAM suggests saving detailed reviews for the next day. If nerves involve panic attacks or feel overwhelming, the factsheet suggests professional support, and BAPAM offers free advice to performers.

The most important rule

Follow your teacher. They know your child, the board's requirements and the exam format, and they can tell you when your child is ready to enter. These habits are there to support their teaching, never to replace it.