What do I need to wear for the ISTD Grade 1 dance exam?

For the exam, you should wear the uniform specified by your dance school. Typically, this includes a leotard, tights, and ballet shoes for ballet; tap shoes and appropriate clothing for tap; and bare feet or jazz shoes for modern. Hair should be neatly tied back, and no jewellery should be worn. Check with your teacher for exact requirements.

How long is the ISTD Grade 1 dance exam?

The exam usually lasts about 15-20 minutes. It includes a warm-up, set exercises, a short dance, and sometimes free movement. The examiner will guide you through the sections, so you don't need to worry about timing.

Can I pass if I make a mistake during the exam?

Yes, you can still pass if you make a mistake. Examiners look for overall technique, musicality, and performance quality. If you make a mistake, try to recover gracefully and continue. Staying confident and focused is more important than perfection.

What is the difference between ballet, tap, and modern in Grade 1?

Ballet focuses on turnout, grace, and classical positions. Tap emphasises rhythm and sound-making with shoes. Modern is more grounded and expressive, using contractions, releases, and floor work. You choose one genre for the exam, but many students study all three.

How is the ISTD Grade 1 exam marked?

The exam is marked out of 100, with a pass at 50, merit at 65, and distinction at 80. Marks are awarded for technical ability (e.g., posture, step accuracy), musicality (timing, phrasing), and performance (expression, confidence). Each section contributes to the total.

Do I need to know the names of steps in French for ballet Grade 1?

Yes, you should know the basic French terminology for steps like plié, tendu, and sauté. The examiner may use these terms during the exam, and understanding them shows you are prepared. Your teacher will help you learn them.

Graded Examination in Cecchetti Classical Ballet: Grade 1

IMPERIAL SOCIETY OF TEACHERS OF DANCING

vocational

This subtopic assesses the candidate's ability to execute fundamental Cecchetti Classical Ballet exercises and dances at Grade 1 standard, emphasising the development of correct posture, turnout, and basic arm and foot positions. It integrates technical precision with rudimentary musicality and performance quality, preparing students for more advanced work by establishing a secure foundation in this historically significant Italian method.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

ISTD Level 1 Award in Graded Examination in Dance: Grade 1

Topic Overview

The ISTD Level 1 Award in Graded Examination in Dance: Grade 1 is an introductory graded examination in dance, designed for students aged 5 and above. It covers the foundational techniques of ballet, tap, or modern theatre dance, depending on the chosen syllabus. This award is part of the Imperial Society of Teachers of Dancing (ISTD) Performing Arts Graded Examination suite, which provides a structured pathway for developing technical skills, musicality, and performance quality. Grade 1 focuses on building basic coordination, posture, and rhythm, while introducing simple dance sequences and exercises that prepare students for more advanced levels.

This qualification is important because it establishes a solid foundation for all future dance training. Students learn correct body alignment, basic steps, and terminology, which are essential for progressing through the ISTD grades. The examination also encourages confidence and discipline, as students perform individually and in groups. Within the wider subject of Dance & Performing Arts, Grade 1 is the first step in a graded system that leads to vocational qualifications and potential careers in dance. It is widely recognised by dance schools and employers in the performing arts industry.

The examination consists of three sections: set exercises, a short dance (or 'enchaînement'), and free movement or improvisation (depending on the genre). Students are assessed on technical accuracy, musicality, and performance quality. The syllabus is designed to be age-appropriate, with a focus on enjoyment and safe practice. By the end of Grade 1, students should be able to execute basic steps with control, respond to music, and demonstrate a basic understanding of performance skills.

Key Concepts

Core ideas you must understand for this topic

→Correct posture and alignment: Maintaining a straight spine, engaged core, and proper placement of feet and arms is fundamental to all dance techniques.
→Basic ballet positions: Understanding first, second, and third positions of the feet, and first and second positions of the arms (bras bas, first, second).
→Rhythm and musicality: Moving in time with the music, recognising different tempos, and phrasing movements to match the musical structure.
→Simple steps and exercises: For ballet, this includes pliés, tendus, glissés, sautés, and changements. For tap, basic steps like shuffles, flaps, and toe-heels. For modern, contractions, releases, and swings.
→Performance quality: Using facial expression, focus, and energy to engage the audience, even in simple exercises.

Learning Objectives

What you need to know and understand

Be able to perform simple movement sequences showing an awareness of basic technique in Cecchetti Classical Ballet, Be able to perform simple movement sequences showing an awareness of musicality in Cecchetti Classical Ballet, Be able to show an awareness of performance in Cecchetti Classical Ballet

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for consistent maintenance of basic posture: alignment of head, shoulders, hips, and feet in pliés and tendus.
Reward clear demonstration of correct Cecchetti arm lines (e.g., fifth en avant, second position) and well-placed hands during ports de bras.
Look for accurate execution of set exercises such as battements tendus and jetés, with fully stretched feet and controlled turnout.
Credit responses to musical phrasing: steps must coincide with the beat, and movements should reflect dynamic changes where indicated.
Acknowledge engaged performance quality: sustained eye-line, appropriate epaulement, and a sense of joy or focus in presentation.

Assessment Guidance

Guidance for achieving higher grades

💡Always establish your starting position with poise and check your alignment before each exercise to set a secure technical base.
💡Count the music internally before beginning to ensure your first movement lands precisely on the correct beat.
💡Use each transition between exercises to reset mentally and demonstrate professional conduct throughout the examination.
💡Tip: Practice the set exercises in front of a mirror to check your alignment and placement. Examiners notice when students are aware of their own technique and make corrections.
💡Tip: When performing the short dance, focus on the story or mood of the piece. Even a simple dance should have a clear intention—think about why you are moving and what you want to communicate.
💡Tip: For free movement or improvisation, don't be afraid to use the whole space. Move in different directions, levels, and pathways to show creativity and spatial awareness.

Common Mistakes

Common errors to avoid in your coursework

Rolling in of the feet during demi-pliés, leading to collapsed arches and incorrect weight distribution.
Lack of coordinated use of head and arms in simple enchaînements, resulting in disconnected port de bras.
Rushing through musical phrases without proper épuisement (ending control) or failing to observe rallentando instructions.
Mistake: Thinking that dance is just about copying the teacher. Correction: While imitation is important, students must understand the technique behind each movement, such as turning out from the hips, not the feet, and using core strength for balance.
Mistake: Believing that musicality means just keeping time. Correction: Musicality also involves interpreting the mood and dynamics of the music, such as using a lighter quality for staccato notes or a sustained quality for legato phrases.
Mistake: Ignoring the importance of the preparatory position (e.g., starting with feet together and arms at sides). Correction: Every movement begins and ends with proper preparation; sloppy starts lead to sloppy execution.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•No formal prerequisites, but students should have attended regular dance classes for at least one year to develop basic coordination and familiarity with class structure.
•A basic understanding of counting music (e.g., 4/4 time) and ability to follow simple instructions is helpful.

Key Terminology

Essential terms to know

Be able to perform simple movement sequences showing an awareness of basic technique in Cecchetti Classical Ballet, Be able to perform simple movement sequences showing an awareness of musicality in Cecchetti Classical Ballet, Be able to show an awareness of performance in Cecchetti Classical Ballet

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Graded Examination in Cecchetti Classical Ballet: Grade 1

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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Related Topics in IMPERIAL SOCIETY OF TEACHERS OF DANCING vocational Dance & Performing Arts