Whenever I visit a secondary school in the autumn I meet worried music teachers. GCSE performance recordings are looming and the programme is not finalised. How are we going to get the student the highest possible mark? How are we going to get enough rehearsals? How can I ensure the instrumental teacher realises what is involved?

Many studio-based teachers who contribute the majority of the instrumental support to young people do not realise the time scales under which the students must work. They do not think that they need to finalise a programme until just before MayJune, because the performance must take place in exam season. Rehearsals need to be organised around Easter time so that the student is fresh but competent. The teacher will choose the pieces which sound best closer to the date or may opt for the most difficult piece in the students’ repertoire, to demonstrate their level of attainment.

However, GCSE performance is not structured in this way. We know the recording takes place much earlier than this. Students need to play pieces of grade five equivalence to the best of their ability. It is the performance (technical competence, musicality, communication with the audience and ability to perform) which matters.

A programme must be chosen which allows the student to demonstrate these to the best of their ability. A balance must be struck between technical difficulty and technical competence, and between the recognised level of difficulty of a piece and the student’s ability to respond to and communicate the musical intent within it.

The student must get used to the school-based accompanist and the performing venue, so that the sense of occasion is communicated and not detrimental to the performance. Therefore it does not always pay to go for the most difficult piece. A teacher not fully involved in GCSE teaching will probably need this explained and some help in guiding the student to choose a suitable programme.

Most private teachers work in isolation and find it difficult to approach school-based teachers, whom they perceive as busy members of a team, and not easy to contact. So school-based teachers need to contact the private teachers.

Preparing a student for GCSE performance is a partnership. A partnership works through clear and regular communication. Have a meeting, go to see the partner teachers at their studio. Give them dates when the recording must be completed, information on what is expected and details of how to contact you. Give the student a letter to deliver with an invitation to a school-based musical function.

Work with the private teacher. Whatever you do talk to these partners so that those GCSE students will perform well and teachers need not look so worried.

Jay Deeble is press officer for the Schools Music Association, 71 Margaret Road, New Barnet, Hertfordshire EN4 9NT. Tel: 020 8440 6919. Web: www.schoolsmusicorg.uk