Focus on - Royal Academy of Dance

Exams
<strong>Focus</strong> on
Issue 1 – February 2012

Contact details
Examinations Department
36 Battersea Square
London SW11 3RA
United Kingdom
tel: +44 (0)20 7326 8000
fax: +44 (0)20 7924 3129
email: exams@rad.org.uk
www.rad.org.uk/examinations
Original Design: Consider This
Typesetting/Translation: ITR
Printer: MWL Print Group Ltd
Photos: David Tett
ROYAL ACADEMY OF DANCE, RAD, RAD PRE-PRIMARY
IN DANCE and RAD PRIMARY IN DANCE are registered
trademarks ® of the Royal Academy of Dance. RAD
INTERMEDIATE FOUNDATION, RAD INTERMEDIATE, RAD
CLASS AWARD, RAD SOLO PERFORMANCE AWARD and
CBTS are unregistered trademarks of the Royal Academy
of Dance. The use or misuse of the trademarks or any other
content of this publication, without prior written permission
from the Royal Academy of Dance is strictly prohibited.
Welcome
Welcome to <strong>Focus</strong> on Exams, an RAD publication
dedicated entirely to examinations matters. Issued
three times a year with Dance Gazette, <strong>Focus</strong> on
Exams has replaced Technical Supplement as well
as incorporating some of the information previously
contained in diary and similar publications around
the world. It allows us to communicate more
regularly and directly with teachers and candidates
and is your first point of contact for examinations
news, updates on syllabus content, exam
procedures, policies, regulatory information and
anything else of relevance to anyone involved with
or planning on entering for RAD examinations. We
hope you enjoy reading this issue!
Dr Andrew McBirnie
Director of Examinations
REGULATORY AND EXTERNAL
UCAS
As announced in the previous issue of <strong>Focus</strong> on Exams, UCAS tariff points for Graded and Vocational Graded
Examinations in Dance at Level 3 are now confirmed.
What this means is that candidates who have achieved a Pass or higher at Grades 6-8, Intermediate or
Advanced Foundation can use their exam result as contributing towards their points tariff when applying to a
university or Higher Education institution in the UK.
The points allocated to dance examinations are shown in the table below. To work out how many points your
qualification is worth, locate it in the first five columns, then read across to the right hand column. For example,
if you have Grade 8 with Distinction, this can be found in Column 1, Line 2, and is worth 65 points.
GRADE 8 GRADE 7 GRADE 6 ADv FND INTERMEDIATE POINTS
Distinction 70
Distinction Distinction 65
60
Merit Distinction Merit 55
Merit 50
Pass Merit Pass 45
Distinction Pass 40
Pass Merit 35
Pass 30
For further details, please visit: http://ucas.com/students/ucas_tariff/tarifftables/#dance
SECTION 1
1

SECTION 1
Scotland
We are delighted to announce that the RAD has
achieved accreditation from the Scottish
Qualifications Authority (SQA). This means that from
January 2012, RAD candidates taking their
examinations in Scotland will receive Certificates
with the SQA’s logo instead of those for the
regulators in England, Wales and Northern Ireland.
In addition, the titles of the qualifications shown on
Scottish Certificates will reflect the qualifications
levels in Scotland, which are different from those in
the rest of the UK.
This is an exciting development which has been
eagerly anticipated for many years by RAD teachers
in Scotland. It is a particularly significant
development for the RAD’s examinations: for the
first time, the RAD is awarding qualifications which
are entirely outside the remit of the qualifications
regulators in England, Wales and Northern Ireland.
This does not fundamentally change the ‘meaning’
of an Intermediate exam achieved in Scotland as
compared to one achieved anywhere else, nor will
an examination candidate notice anything different
in the way the exam is administered or assessed.
However, it will be important to bear in mind that for
all external purposes, Scottish exams are now
completely different qualifications to those awarded
in all other countries in which the RAD operates.
In order to ensure that there is as short a window of
time as possible when Scottish candidates are not
awarded credit, we now need to align these new
Scottish qualifications to the Scottish Credit and
Qualifications Framework (SCQF). The project to
achieve this will now be taken forward and we hope
that this will be in place within the next six months.
We are also working with UCAS to ensure that the
new SQA qualifications are incorporated within the
points tariff. www.sqa.org.uk
Ofqual: regulation in England, Wales and
Northern Ireland
The Examinations Board is currently implementing
the action plan resulting from the self-evaluation
exercise carried out in response to the new General
Conditions of Recognition. The Board of Trustees is
required to issue a Statement to Ofqual by May
2012 indicating the extent of the RAD’s compliance
with the Conditions. On 15 December 2011,
representatives from Ofqual visited the RAD and
held meetings with the Senior Examinations Team
and the Board of Trustees in order to brief both
bodies about their responsibilities in respect of the
Conditions. www.ofqual.gov.uk
Australia and New Zealand
The RAD is continuing to work in partnership with
the Council for Dance Education and Training
(CDET) and agencies in Australia and New Zealand
to establish a mapping mechanism for dance
qualifications between the QCF, the Australian
Vocational Education and Training (VET) sector and
the New Zealand Qualifications Framework (NZQF).
The goal of this project is that in due course,
students pursuing courses of study on these
frameworks would be able to use their RAD
examinations as credit or Recognised Prior
Learning (RPL). www.ibsa.org.au
POLICY UPDATES, ADvICE AND REMINDERS
Terminology: Examination sessions, tours,
Examiners and forms
As Members will be well aware, from January 2012 it
has been possible for teachers to hold Intermediate
Foundation and Intermediate examinations in their
own studios (Approved Examination Centres). This
means that these examinations can be incorporated
within what we previously referred to as a Graded
session or tour. At the same time, it remains
possible for teachers to enter candidates for these
examinations in what we previously referred to as
Vocational Graded tours, at RAD Approved Venues.
Because of this change, it has become illogical to
use the labels ‘Graded’ or ‘Vocational Graded’ when
referring to the two administrative models. Instead,
we are using the labels ‘Approved Examination
Centre’ (AEC) and ‘RAD Approved Venue’ (RAV).
This has impacted on a number of administrative
areas, as follows:
1. Examination sessions are now ‘AEC sessions’
or ‘RAV sessions’.
2. Examination tours are now ‘AEC tours’ or ‘RAV
tours’.
However, where sessions of both Graded and
Vocational Graded examinations are scheduled to
run either simultaneously or following on from each
other at an RAD Approved Venue, the RAD will, at its
discretion, continue to separate Graded and
Vocational Graded candidates.
3. Examiners are now ‘RAD Examiners’ or ‘RAD
Vocational Grades Examiners’.
‘Dual’ sessions, tours, and Examiners will continue
to operate as previously: i.e. where a tour combines
both AEC and RAV visits.
Specifications
At the time of writing we were preparing new
versions of the Specification documentation for the
full suite of examinations which the RAD offers,
including a revision of Examinations Information,
Rules and Regulations (version 4) and incorporating
the new Grades 1-3 Specification. Please check
RAD websites and ensure you have access to the
latest versions of these very important documents.
2
4. All current GEF and vEF Forms (including
registration, entry, travel and internal
administrative forms) will be retitled ‘AEC’ and
‘RAV’ respectively. This process is now
complete for entry forms (see below). A glossary
of Forms and their numbers will be provided in
due course.
3
SECTION 2

SECTION 2
Entry forms
The RAD Examination Entry forms have been revised for use in 2012 in order to accommodate the introduction
of the option to hold Intermediate Foundation and Intermediate examinations in an Approved Examination
Centre. All entry forms have undergone some amendments and we hope that the new designs make them
clearer and more user-friendly.
Both the paper and electronic versions have been revised in line with the new terminology used to refer to
examination sessions and locations, and as such the names of the entry forms have also been re-titled as
follows:
NEW NAME: PREvIOUS NAME: FOR USE WHEN:
Approved Examination
Centre Entry Form
AEC1 (2012)
Approved Examination
Centre Entry Form
AEC2 (2012)
RAD Approved Venue
Entry Form
RAV1 (2012)
RAD Approved Venue
Entry Form
RAV2 (2012)
Syllabus changeover dates
Graded Entry Form
GEF1
Graded Entry Form
GEF2
Vocational
Graded Entry Form
VEF1
Vocational
Graded Entry Form
VEF2
entering candidates for Graded Examinations / Presentation
Classes / Class Awards and Demonstration Classes and
Intermediate Foundation / Intermediate examinations
at Approved Examination Centres (i.e. examination
studios provided by teachers)
entering candidates for Graded Examinations / Presentation
Classes / Class Awards and Demonstration Classes and
Intermediate Foundation / Intermediate examinations
at Approved Examination Centres
(i.e. examination studios provided by teachers)
entering candidates for Vocational Graded Examinations
(all levels) at an RAD Approved venue (i.e. an examination
venue arranged and provided by the RAD)
entering candidates for Vocational Graded Examinations
(all levels) at an RAD Approved venue (i.e. an examination
venue arranged and provided by the RAD)
Please note the following upcoming key dates, which refer to availability of examinations (NOT launch dates)
for the various syllabi:
SYLLABUS CHANGEOvER DATES
Primary and Pre-Primary Old syllabus ends: 31 December 2011
Intermediate Foundation &
Intermediate
Grades 1-3
Old syllabus ends: 31 December 2011
New syllabus starts: 1 January 2012
Current syllabus ends 31 December 2012
New syllabus starts: 1 January 2013
Guided and notional learning hours
Guidelines for recommended preparation time (study hours) for RAD examinations are shown in the table
below. These guidelines are consistent with the rationale developed by the UK dance awarding organisations
in 2009 for the determination of credit values on the Qualifications and Credit Framework (QCF).
‘Guided learning hours’ (GLH) relates to contact time in the studio
‘Practice hours’ relates to additional study time carried out by the student independently of the teacher
The above two values combined produces the total ‘Notional Learning Hours’ (NLH) which in turn corresponds
to the number of credits awarded for each qualification. This is on the basis of one credit for each 10 hours of
study time, a currency which is consistent with qualifications aligned to the Framework for Higher Education
(FHEQ) such as the CBTS and the modules which comprise the degree programmes run by the Academy and
validated by the University of Surrey. So for example, the NLH for Grade 1 is 70, producing a credit value of 7,
which you will see included as a statement on the Certificate.
QUALIFICATION
GUIDED LEARNING
HOURS
PRACTICE HOURS
Grade 1 60 10 70
Grade 2 60 10 70
Grade 3 60 10 70
Grade 4 75 20 95
Grade 5 75 20 95
Grade 6 90 40 130
Grade 7 90 40 130
Grade 8 90 40 130
Intermediate Foundation 150 125 275
Intermediate 150 125 275
Advanced Foundation 150 125 275
Advanced 1 150 175 325
Advanced 2 150 225 375
STUDY (NOTIONAL
LEARNING) HOURS
It is important to note that these timings are estimates as applied to an ‘average’ student. The actual rate of
learning of individual students will of course vary, and the length of training for each student before entering for
examination is ultimately at the discretion of the teacher. Additional time, particularly when growth spurts
occur, can only be beneficial in the long-term.
4 5
SECTION 2

SECTION 2
Solo Seal Award
As an outcome of recent discussions, we would like
to encourage all teachers, students, parents and
anyone else who has an interest to attend
performances of the Solo Seal Award when it is
staged in the area or country where you live and
work. It is part of the ethos of this Award that
candidates are able to dance in front of an
appreciative audience; it makes the atmosphere of
the occasion more special and memorable for them,
whatever the outcome of their examination may be.
Do keep an eye on local publicity, and please come
and support the candidates if you can.
Teachers may appreciate a reminder that entry for
the Solo Seal Award is made on the standard entry
forms for Vocational Graded Examinations (see
above). The pre-requisite for entry is Distinction at
Advanced 2 in ballet from any of the five dance
awarding organisations recognised by the
qualifications regulators in England, Wales and
Northern Ireland (for more details see Examinations
Information, Rules and Regulations).
From September 2012 we propose to allow the
publication of names of candidates and their
teachers in official Solo Seal Award Programmes
and subsequently for successful candidates and
their teachers in <strong>Focus</strong> on Exams on an annual
basis. A copy of each programme would be sent to
RAD HQ to enable this reporting to take place.
Please contact the Examinations Department via
exams@rad.org.uk if you would like to feed back
about this proposal.
Minimum ages – reminder
Teachers are reminded that as from 1 January 2013,
candidates must have reached the stated minimum
age for examination entry by 1 January of the year
in which the examination takes place. Currently, this
is set at 31 December, so we are effectively raising
the minimum age by one year.
Detailed information has been given in previous
issues of <strong>Focus</strong> on Exams about the rationale for
this change. In addition, some teachers have
reported that they find the Primary in Dance syllabus
quite challenging for their students compared to the
old Primary syllabus; raising the minimum age for
entry by one year will hopefully result in teachers
finding that more students are ready for examination
than previously. We hope that the Pre-School Dance
Curriculum, which is at present under-used, will be
used more by teachers of younger children.
<strong>Focus</strong> on Exams translations
<strong>Focus</strong> on Exams is mailed along with Dance Gazette
to all Registered Teachers, Teachers recognised by
Mutual Agreement, and Affiliate Members of the
RAD. With the exception of Members in Australia,
New Zealand, Canada, USA and Southern Africa, it
is mailed from London.
<strong>Focus</strong> on Exams is available in nine languages:
English, French, German, Italian, Spanish, Greek,
Portuguese, Japanese and Chinese. The language
chosen for each country is based on the dominant
language spoken in that country, and unfortunately,
where a country has more than one official
language, we cannot always tailor language
preferences to individual Members. If you would
prefer to read <strong>Focus</strong> on Exams in another language,
please be aware that all nine translations are
available to download from the RAD website.
Fees Tables – errata
Fees Tables for 2012 were published in the October
2011 issue of <strong>Focus</strong> on Exams. Please note the
following corrections and clarifications:
• Barbados – the examination fee for Intermediate
Foundation was incorrectly stated as B$377.
The correct fee is B$214.
• Greece – the regular (non-member) examination
fee for Advanced 2 was not stated. The fee is
€180.
• Zimbabwe – the fee for Demonstration Class
candidates was not stated. The fee is 102 Rand.
Presentation Classes: Please note that the
references to ‘Up to 4 candidates per set’ and
‘Over 4 candidates per set’ are incorrect. As stated
on the entry form guidelines, the lower fee applies to
all candidates at each level when five or more
candidates are entered for Presentation Classes at
that level in a single entry. (There is no such lower
fee for the Grade 8 Presentation Class).
6 7
SECTION 2

SECTION 3
A vIEW FROM AN EXAMINER
by Karen Macleod
Pre-Primary in Dance and Primary in Dance:
advice for teachers and guidelines on how
the work is assessed
This is now the third year that teachers have been
able to enter candidates for Class Awards and
Examinations in the Pre-Primary in Dance and
Primary in Dance syllabi. Candidates seem to be
responding to the new work very well indeed, and
enjoying the freedom and energy it provides.
Teachers too have obviously worked very hard to
present the work accurately and with the correct
‘ethos’. It seems appropriate at this time to give
some ‘helpful hints’ and further guidance on some of
the criteria used to assess and examine these two
syllabi.
Because Class Awards at both levels are assessed
by the Examiner, it is important that candidates can
be easily identified when moving. As many exercises
involve floor patterns (arranged by the teacher and
therefore ‘unset’) which move freely around the
room, candidates must be identifiable at speed.
Large and clear numbers should therefore be on
both the front and the back of candidates, without
potential to fall off as this can distract and upset
them. The Examiner does not know the candidates
and has to accurately assess their control, coordination,
timing and response to the music,
expression through face and body, and response in
the Imaginative Sequence. Colours for the exam
candidates should also be easily identifiable.
In the Primary in Dance Class Award, candidates
perform one of the dances in groups of up to four.
Teachers need to provide a box for EACH candidate
when presenting the Dressing–up Dance. A group of
eight will therefore need four boxes, as four will
dance at a time.
The Primary in Dance Examination is the first
opportunity in the RAD syllabus for candidates to
dance without the support of their teacher. The
teacher may of course be in the room if he/she is
operating the CD player, but he/she may not assist
the candidates or give directions. Candidates
therefore need to be aware that their performance
should be directed towards the Examiner and the
‘imaginary audience’. At times candidates stand
‘square’ to their teacher, instead of directing their
movements to the front of the room, and in so doing
affect their alignment, which will be reflected in the
marks. If a teacher gives signals to the candidates,
eye-line and presentation will be affected.
The syllabi have been devised to explore a wide
range of movements and qualities. There is scope
for teachers to present their own choreography and
floor patterns in some exercises, and when the
appropriate movement qualities are shown a higher
level of attainment will be achieved.
In the Primary in Dance Examination, each exercise
has two specific criteria points, in addition to a
number of generic points that are assessed
constantly throughout. Obviously an increase in the
quality of each criteria point will enhance the marks
awarded.
Students love the imaginative aspect of the ‘Transfer
of Weight’ exercise and this is generally presented
with pleasing expression. However, the detail of the
transfer and the quality of movement is often
incorrectly shown. The body moves sideways to be
positioned clearly over the supporting leg and the
quality of movement should be like lowering ‘into a
marshmallow’ with a smooth and easy quality. It is
not an elevated jump. After the runs, the weight of
the body should clearly transfer, springing from one
foot onto two feet (finishing together in a parallel 1st
position) and landing with stability and control.
Secure Weight Placement and the appropriate
Movement Quality, as outlined, are the criteria by
which Examiners assess this exercise.
The value of stillness cannot be underrated. In ‘Run
and Leap’ the Examiner assesses the elevation and
co-ordination of the leap, the speed and control of
the run, and the ability to stop and balance, with
control, on the half point with arms extended to the
side. Sometimes candidates appear in a hurry to
clear the dance space before the music for their own
setting has finished.
With awareness of these points, candidates will be
able to show contrasted movement dynamics in the
two dances available in Primary in Dance (although
each candidate presents only one). In the
examination, candidates are assessed on clarity of
technique, use of space, timing and dynamics as
well as expression and recall.
These points were raised and discussed in courses
when the new syllabi were introduced. It is important
that teachers realise that these exercises with a
strong imaginative base are also developing
technical skills and an awareness of movement
dynamics, which will be further explored in the new
Grades 1 to 3.
The Imaginative Sequences vary greatly. Some
In the ‘Marches’ for example, where Weight
Placement and Movement Quality are the two
specific criteria points, candidates should aim for a
secure balance in position during the first marches
teachers reproduce the examples given on the
in each set and throughout an energetic action of
DVDs. While not maligning the quality of these
the legs when moving.
8
examples, the imaginative aspect is sometimes
lacking if candidates have not had some input into
the sequence which is presented. Movements that
are rehearsed repeatedly without enthusiasm or
imagination often lose spontaneity. Candidates
should present a story or theme (for example
‘Birthday Party’ or ‘Day at the Beach’) using a
variety of movements that explore differing levels
and qualities of movement with a range of emotions
or moods. If the candidates have been involved in
the creative process their interest is more likely to be
sustained and the criteria points (‘expressing a story
through movement with confidence and
imagination’) more likely to be fulfilled.
The specific marking criteria in the ‘Arms and Head’
exercise are Articulation and Alignment. Some
feeling of support should be felt in the elbows, wrists
and fingers so that they are well shaped and
accurately aligned. The body should not sway from
side to side. Although the body is held tall and
‘anchored to the floor’ the arms can still move
smoothly and freely.
9
SECTION 3

SECTION 4
SUCCESSFUL SOLO SEAL CANDIDATES
2010
Australia:
Aleisha Bauer
Anastasia Bertinshaw
Kirby Casilli
Gina-Marie Leathem
Shayarne Matheson-Buick
Danielle Muir
Brooke Newman
Danielle Richardson
Tahlia Jade Shaw
Jessica Sing
Canada:
Hannah Gilman
Danielle Gould
Laura Vande Zande
Hong Kong:
Au Shuk Kan
Fung Hiu Ying
Mexico:
Gonzalo Angulo
Daniela Moya
New Zealand:
Victoria Bennett
Stephanie Blumer
South Africa:
2011 (January – September)
Australia:
Laura Atencio
Jessica Brown
Samuel Maxted
Canada:
Fiona Dewbrook
Lisa Frias
Cristina Marquez
Sydney Thompson
Nicole Wein
New Zealand:
Alexandra Cambie
Dane Holland
UK Headquarters
36 Battersea Square
London SW11 3RA
www.rad.org.uk
exams@rad.org.uk
Director of Examinations
Dr Andrew McBirnie
t: +44 (0)20 7326 8088
amcbirnie@rad.org.uk
Head of Examinations
Gillian Sowerby
t: +44 (0)20 7326 8057
gsowerby@rad.org.uk
Examinations Operations Manager
Gemma Cox
t: +44 (0)20 7326 8009
gcox@rad.org.uk
Examinations Results Manager
Mark Rogers
t: +44 (0)20 7326 8055
mrogers@rad.org.uk
Examinations Resources Manager
Tatum Dunn
t: +44 (0)20 7326 8006
tdunn@rad.org.uk
Examinations Officer
(London, Middlesex and UK Specials)
Sandra Elphinston
t: +44 (0)20 7326 8056
selphinston@rad.org.uk
Examinations Officer (UK Vocational Graded)
Brenda Strong
t: +44 (0)20 7326 8008
bstrong@rad.org.uk
Examinations Officer (International)
Sara-Jane Mulryan
t: +44 (0)20 7326 8007
smulryan@rad.org.uk
Examinations Administrative Officer
Louise Marshall
t: +44 (0)20 7326 8037
lmarshall@rad.org.uk
Examinations Administrative Assistant
Linda Halls
t: +44 (0)20 7326 8058
lhalls@rad.org.uk
Examinations Results Officer
Monica Camara
t: +44 (0)20 7326 8050
mcamara@rad.org.uk
Examinations Data Processing Supervisor
Andrew Milton
t: +44 (0)20 7326 8906
amilton@rad.org.uk
UK – Regional Offices:
Scotland
Jennifer MacFarlane
t: +44 (0)1314 455 455
jmacfarlane@rad.org.uk
Northern England
Debbie White
t: +44 (0)1668 213 353
dwhite@rad.org.uk
Midlands and East of England
Julie Bowers
t: +44 (0)1782 681 229
jbowers@rad.org.uk
South West England, Wales & Channel Islands
Mandy Wix
t/f: +44 (0)1678 530251
mwix@rad.org.uk
South East England
Sue Morice-Jones
t: +44 (0)1634 305 573
smorice-jones@rad.org.uk
Northern Ireland
Millicent Brown
t: +44 (0)289 066 8247
millicent.brown@talktalk.net
Examinations Administrative Assistant
Shana Dewey
(part-time)
Courtney Macmillan
Joanna Pigeon
Jordan Mullin
t: +44 (0)20 7326 8909
10 jpigeon@rad.org.uk
11
EXAMINATIONS – CONTACTS

EXAMINATIONS – CONTACTS
International Offices:
Australia & Papua New Guinea
Bronwyn Watkins
20 Farrell Avenue, Darlinghurst NSW 2010,
Australia
t: +61 2 9331 4111 / f: +61 2 9360 6677
info@rad.org.au / www.rad.org.au
Benelux and France
Jacqueline Spence
Royal Academy of Dance asbl
21 Cité Joseph Bech, L-6186 Gonderange,
Luxembourg
t: +352 787225 / f: +352 787217
RAD-Benelux@pt.lu / RAD-France@pt.lu / www.rad.lu
Bermuda
t: +44 (0)20 7326 8000 / f: +44 (0)20 7924 3129
exams@rad.org.uk
Brazil, Peru, Ecuador & Chile
Maria do Carmo de Kenny
Royal Academy of Dance Brasil Ltda
R Dr Francisco A Tozzi, 180, Estância Suiça,
13930 000 Serra Negra-SP, Brasil
t/f: +55 19 3892 3985
mckenny@royalacademyofdance.com.br
www.royalacademyofdance.com.br
Brunei
t: +44 (0)20 7326 8000 / f: +44 (0)20 7924 3129
exams@rad.org.uk
Canada
Clarke McIntosh
1200 Sheppard Avenue East, Suite No 500
Toronto, Ontario, M2K 2S5, Canada
t: +1 416 489 2813 / f: +1 416 489 3222
info@radcanada.org / www.radcanada.org
Caribbean (Jamaica, Guadeloupe, Bahamas,
Trinidad and Tobago, Barbados, St Lucia and
Antigua)
Diane C Bernard
PO Box 1433, 8 Rockhampton Drive, Kingston 8, Jamaica
t/f: +1 876 755 0612 / dianebernard@rad.org.jm
China
RAD Chinese Rep Office
Villa 86 Xin Feng Cheng, 1500 Nong Kong Jiang Lu Shanghai 200093
Tina Chen (Chief Representative)
tc@radchina.org / t/f: +86 21 6597 6399
Wang Ying (Shanghai and adjacent Areas)
yw@radchina.org
Shuai Shuai Wang (All other Areas)
ssw@radchina.org
Cyprus
George Shantos
19 Vassa Kilaniou, 4771 Limassol, Cyprus
t: +357 99 477 887 / f: +357 24 818 351
info@rad.com.cy / www.rad.com.cy
12 13
Germany, Austria and Switzerland
Horst Vollmer
Royal Academy of Dance gGmbH
Waldenserstr 2-4, 10551 Berlin, Germany
t: +49 30 322 993 59/60 / f: +49 30 322 993 61
Info@royalacademyofdance.de
www.royalacademyofdance.de
Ghana
t: +44 (0)20 7326 8000 / f: +44 (0)20 7924 3129
exams@rad.org.uk
Greece
Veta Anastasopoulou
The British Council, 17 Kolonaki Square, Athens
10673, Greece
t: +30 210 364 3691 / f: +30 210 363 0332
rad@britishcouncil.gr
Hong Kong
Hong Kong Examinations & Assessment Authority
International and Professional Examinations Division
17 Tseuk Luk Street, San Po King, Kowloon
Hong Kong
t: +852 3628 8761 / f: +852 3628 8790
ie3@hkeaa.edu.hk
India
t: +44 (0)20 7326 8000 / f: +44 (0)20 7924 3129
exams@rad.org.uk
Indonesia
Lala Salendu
Yayasan Royal Academy of Dance Indonesia
Jl.Angur III no: 1 Cipete, Jakarta Selatan 12410
Indonesia
t: +62 21 75 90 93 63 / f: +62 21 75 90 93 70
radindonesia@cbn.net.id
Republic of Ireland
Beverley Dinsmore
Holly Lodge, Pidgeon House Lane, Julianstown,
Co Meath, Ireland
t: (353) 419 811 915 / bdinsmore@rad.ie
Israel
TBC
For enquiries, please contact:
exams@rad.org.uk
Italy
Manuela De Luca
Royal Academy of Dance Srl
Via Vannetti 12, 38100 Trento, Italy
t: +39 0461 985 055 / f: +39 0461 985 054
info@raditaly.it / www.raditaly.it
Japan
Noriko Kobayashi
Commerce Building 5F, 2-39-3 Mejiro, Toshima-Ku
Tokyo 171-0031, Japan
t: +81 3 3987 3750 / f: +81 3 3987 3649
radjapan@nifty.com
Jordan
t: +44 (0)20 7326 8000 / f: +44 (0)20 7924 3129
exams@rad.org.uk
Kuwait
t: +44 (0)20 7326 8000
f: +44 (0)20 7924 3129
exams@rad.org.uk
Lebanon
t: +44 (0)20 7326 8000 / f: +44 (0)20 7924 3129
exams@rad.org.uk
Macau
t: +44 (0)20 7326 8000 / f: +44 (0)20 7924 3129
exams@rad.org.uk
Malaysia
Mrs Zafriah Ahmad
RAD Dancing (Malaysia) Sdn Bhd
43 Jalan BU 7/ 7, Bandar Utama, 47800 Petaling
Jaya
Selangor, Malaysia
t: +60 3 7728 4200 / f: +60 3 7726 8480
radmalaysia@gmail.com
Malta
Sandra Mifsud
8 Guze Ellul Mercer Street, Sliema, Malta,
SLM1281
t: (356) 7993 8584 / info@rad.org.mt /
www.rad.org.mt
Mexico, El Salvador, Honduras, Costa Rica,
Guatemala, Panama
Julieta Navarro
Royal Academy of Dance de Mexico AC
Amates 18, Fracc alconfores, San Mateo,
Naucalpan CP 53240, Mexico
t: +52 55 5560 5355 / f: +52 55 5373 4069
radmexju@prodigy.net.mx
New Zealand
Janet Taylor
Physical address: Level 8 (CMC Bldg), 89
Courtenay Place, Wellington / New Zealand
t: +64 4 382 8924 / f: +64 4 382 8200
info@rad.org.nz / www.rad.org.nz
Postal address: PO Box 11718 / Manners Street
Wellington 6142
Norway, Sweden & Denmark
Mrs Karina Lund
Hovseterveien 56c
0768 Oslo, Norway
t: +47 95920812
klund@royalcademyofdance.no
www.royalacademyofdance.no
Philippines
Lauren Ann Pascua, Examination Services Officer
British Council, 10F Taipan Buildaing, F Ortigas
Jr.Road, Ortigas Centre, Paisag City 1605,
Philippines
t: +63 (2) 9141011-14 ext 147 / f: +63 (2) 6373231
BCTN 4113 147 /
lauren.pascua@britishcouncil.org.ph / www.britishcouncil.org.ph
Portugal
Margarida Sa Fialho
Rua 4 Infantaria 86, 1350-241 Lisboa, Portugal
t/f: +351 21 383 1849 / radportugal@rad.org.pt
Singapore
Mona Lim
Royal Academy of Dance Singapore
Pte Ltd, Farrer Road Post Office, PO Box 106
Singapore 912804
t: +65 6762 8993 / f: +65 6762 4031
mona.lim@rad.sg / www.rad.sg
South Africa, Botswana, Kenya, Mauritius,
Mozambique, Namibia, Swaziland & Zimbabwe
Mrs Olivia Lume
PO Box 200, Bramley 2018, Johannesburg,
South Africa
t: +27 11 887 0459 / f: +27 11 887 0561
info@rad.org.za / www.rad.org.za
South Korea
Hyun Joo Ham
# 1703 Artnouveau Palace, 7-1 Songpa Dong
Songpa Gu, Seoul 138-848, Korea
t/f: +82 2 532 1910 / hjhradkr@msn.com
www.radkorea.org
Spain, Andorra & Gibraltar
Maria José Antón
Royal Academy of Dance SL
Ventura i Gassol 3, 5è-3a, 43203 Reus,Tarragona
Spain
t: +34 977 34 24 89 / t/f: +34 977 34 19 35
info@rad.org.es / www.rad.org.es
Sri Lanka
Ranmali Mirchandani
The British Council, 49 Alfred House Gardens
Colombo 0030, Sri Lanka
t: +94 11 452 1538, f: +94 11 258 7079
ranmali.mirchandani@britishcouncil.org
Taiwan
Shu-Yu Lin
5F, No 122, Sect 7, Chung Shan N. Road, Taipei,
Taiwan
t: +886 22 871 5615 / f: +886 22 874 7783
linshuyu82@hotmail.com / www.rad.org.tw
Thailand
Glenn van der Hoff
RAD Dancing (Thailand) Co Ltd
121/12, Moo 10, Changmai-Hangdong Road
Tambon: Pae Dad, Ampur: Muang, Changmai
50100, Thailand
t: +66 53 016 110 / radthailandglenn@gmail.com
Turkey
Merve Kalyoncu
British Council , Maya Akar Centre, No 100 – 101
Buyudere Cad, Esentepe 80280, Istanbul, Turkey
t: +90 212 355 56 26 – 355 56 57
merve.kalyoncu@britishcouncil.org.tr
United Arab Emirates, Bahrain, Qatar & Oman
Sonali Deodhar
The British Council, Academic City, Dubai English
Speaking College campus, P.O.Box 2002, Dubai,
U.A.E.
t: +971 4 4259 547 /
Sonali.Deodhar@ae.britishcouncil.org
United States of America
Patti Ashby
1712 19 ST
Suite#215B, Bakersfield, CA 93301 California
t: +1 661 336 0160/61 / f: +1 661 336 0162
info@radusa.org / www.radusa.org
EXAMINATIONS – CONTACTS

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www.radenterprises.co.uk
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Royal Academy of Dance® is a charity registered in England and Wales No. 312826