Teaching Diplomas: Which One Should You Choose?

When people ask me about mentoring them for their teaching diplomas, they’ve generally already decided which diploma to go for, but what if you’re not sure? I’m going to focus here on the three first-level diplomas: the DipABRSM, ATCL and DipLCM(TD) and hopefully offer you some of my own thoughts on each one.

The first thing to say is that all three of these diplomas are accredited at the same level (Level 4, i.e. the first year of an undergraduate degree). ABRSM‘s new entry-level performance diploma, the ARSM, has slightly confused matters as this is also accredited at Level 4, even though the requirements are lower than the DipABRSM.

The primary consideration when thinking about teaching diplomas is twofold: firstly, what do you want to get out of taking a diploma, and secondly, which skills and areas of knowledge do you wish to be tested on. It’s worth remembering that it’s perfectly possible to acquire skills and knowledge without being tested on them. It’s also important to state that in the case of all three diplomas, they are not a course of study. There are no written materials provided and candidates prepare and enter themselves (either with or without assistance) for the diploma.

A few practical considerations should also be taken into account:

  • Availability of a centre locally at which to sit your diploma;
  • The pre-requisite qualifications the diploma requires.

These apply whichever of the boards you decide to sit your diploma with. Here are a few thoughts individually on the diplomas:


This is probably the most popular of the teaching diplomas. It consists of three sections:

  1. A 1,800 word essay submitted with your entry, on one of the topics prescribed in the syllabus;
  2. A viva voce exam based around three current ABRSM Grade 6 pieces chosen by you, in addition to general teaching issues;
  3. A quick study of around ABRSM Grade 6 level (the same as for the performance diploma).

The DipABRSM offers a good balance of practical and written materials. It’s primary focus is on the Grade 6 pieces chosen, so the ability to teach and demonstrate confidently at this level is a bonus. Although no prior teaching experience is necessary, I think it’s useful. The quick study often puts people off if they’re not confident with sight-reading. The written submission can also feel overwhelming, especially if you haven’t written academically for a while.


Trinity‘s ATCL is, in the main a written-based submission, and I’ve always been in two minds about it. The requirements are:

  1. A written submission totalling 4,000 words consisting of an analysis of your experience as a learner, observations of other teachers, case studies of teaching experience, and original teaching resources;
  2. A practical exam consisting of a presentation, initiative test of teaching skills and a viva voce.

One practical consideration with the ATCL is ensuring that you have access to other teachers in order to complete the observations. To my mind, the ATCL is especially good if you’ve not yet started teaching, or are in the very early stages. Keep in mind that if you aren’t yet teaching, you will need to be working in some kind of support capacity in another setting in order to complete the case studies. Whilst the ATCL is useful, if you’re already well into your teaching career, you might prefer the practical nature of the DipABRSM or DipLCM(TD).


To my mind, the DipLCM(TD) offers a good balance of requirements. For this first-level London College of Music diploma, you’ll need to:

  1. Teach a live 20-minute demonstration lesson (or in exceptional circumstances, submit this on DVD);
  2. Perform a piece of Grade 6 standard or above;
  3. Give a presentation and demonstration of how you’d approach teaching a selection of repertoire pieces;
  4. Engage in a discussion with the examiner about all the above, and a range of other teaching-related issues.

One benefit of the DipLCM(TD) is that you can tailor what you do to the kinds of ages and levels of the pupils you’re teaching. The syllabus offers a range of options depending on the level of pupil chosen. One practical consideration is the need to have a willing pupil for the demonstration lesson, and probably to be able to access a centre within easy distance of them. The DipLCM(TD) is very much a practical exam, and unlike both the ATCL and DipABRSM, there are no written requirements.

There’s much to think about here, and I’m always willing you answer any questions you might have and advise further: please contact me. You can find out more about the mentoring I offer for teaching diploma candidates here.