1. Collaboration between Primary and Secondary Teachers:
   • (a) The primary teacher and secondary teacher are expected to work together closely, collaborating on lesson planning, instructional strategies, and curriculum development.
   • (b) Regular meetings between the primary and secondary teachers should be held to discuss and coordinate their teaching approaches.
   • (c) Both teachers should share their expertise and knowledge to enhance the learning experience for students.
2. Role Swapping:
   • (a) The primary teacher and secondary teacher may occasionally swap roles for longer or shorter periods of time.
   • (b)During role swaps, the primary teacher will assume the responsibilities of the secondary teacher, and vice versa.
   • (c) The secondary teacher, although titled as such, possesses qualifications equivalent to those of the primary teacher.
3. Subject/curriculum units:
   • (a) The secondary teacher will be in charge of specific subject/curriculum units.
   • (b) If necessary, the primary and secondary teachers may share one or more units of instruction to ensure effective coverage and delivery of the curriculum.
4. Student Options:
   • (a) Students have the option to study under the tutelage of either the primary or secondary teacher.
   • (b) There is no specified number of lessons that a student must be under the tutelage of a secondary teacher.
   • (c) Students may choose to study exclusively with one teacher throughout their term.
5. Replacement Teacher:
   • (a) In the event that both the primary and secondary teachers are unable to teach due to illness, a replacement teacher will be assigned.
   • (b) The replacement teacher will assume the responsibilities of both the primary and secondary teachers during their absence.
6. Change of Primary Teacher:
   • (a) If a new primary teacher is assigned, the student will be given one month’s notice (equivalent to 4 lessons) prior to the change.
   • (b) The student has the option to continue with the new primary teacher or terminate their lessons after completing the current term.
   • (c) If the student decides to terminate, a notice period of 4 sessions must be submitted in advance, prior to the expiry of the current term.

1. Ear Training and Aural Perception Skills:
   • (a) Upon completion of training in a normal studio set-up, students are encouraged to take online lessons to further develop their ear-training and sharpen their aural perception skills.
   • (b) These online lessons will focus on enhancing the student’s ability to accurately identify and interpret musical sounds.
2. Self-Dependence in Studio Lessons:
   • (a) Students as young as 4 years old are trained to become self-dependent during each studio lesson.
   • (b) Note-pointing and simultaneous rhythmic clapping, which are commonly used in the initial stages of training, are minimized during studio lessons to prioritize the development of aural training skills as they become internalized in the student’s awareness and understanding of space and time in music.
3. Online Lessons for Different Skill Levels:
   • (a) Higher beginners, intermediate, and advanced students can take online lessons without prior training in a studio set-up.
   • (b) Online lessons are suitable for students at these skill levels to further refine their ear-training skills and aural perception.
4. Online Lessons for Gifted and Talented Students:
   • (a) Gifted and talented students are encouraged to take up to 90% of their lessons online.
   • (b) The remaining 10% of lessons can be conducted in a studio or concert hall setting, which prepares them for the end-of-year public recital.
5. Transition to Online Learning:
   • (a) Once training in aural perception is complete in a studio setting, students are encouraged to do at least 50% of their lessons online.
   • (b) The decision to shift between online and studio lessons should be based on the student’s progress and readiness to transition.

Note: It is important to regularly assess the effectiveness of online lessons and ensure that the student’s progress and learning outcomes are not compromised by the shift to online learning.

1. Recognition of Public Holidays and Days of Observance:
   • (a) We acknowledge and respect the significance of public holidays and days of observance in various countries and cultures.
   • (b) Public holidays and days of observance are important for rest, celebration, and reflection, and we encourage their observance.
2. Communication of Scheduled Closures:
   • (a) In advance, we will communicate the scheduled closures for public holidays and days of observance to our students, parents, and staff.
   • (b) This information will be shared through appropriate channels, such as email, website announcements, or any other established communication platforms.
3. Alternative Lesson Arrangements:
   • (a) In the event that a scheduled lesson falls on a public holiday or day of observance, alternative arrangements will be made.
   • (b) Students will be provided with options to reschedule the missed lesson or receive a substitute lesson on a different day or time.
4. Consideration for Different Time Zones and Cultures:
   • (a) We recognize that our students come from various time zones and cultural backgrounds, which may have different public holidays and days of observance.
   • (b) We will make efforts to accommodate and respect these differences, ensuring that no student is disadvantaged due to conflicting schedules.
5. Make-up Lessons for Missed Instruction:
   • (a) If a student is unable to attend a lesson due to a public holiday or day of observance, make-up lessons will be offered.
   • (b) These make-up lessons will be scheduled at a mutually agreed-upon time, ensuring that the student receives the full instructional content.
6. Scheduling Flexibility for Teachers and Staff:
   • (a) We recognize that our teachers and staff may have personal or cultural commitments on public holidays or days of observance.
   • (b) We will strive to provide scheduling flexibility to accommodate their needs, while ensuring minimal disruption to the students’ learning experience.

Note: The specific public holidays and days of observance recognized and the corresponding policies may vary depending on the country and cultural context in which the lessons are conducted.

1. Missed Lesson Notification:
   • (a) Students are required to provide a minimum of 48 hours written notice to their teacher in advance if they are unable to attend a scheduled lesson.
   • (b) This notice should be given through an agreed-upon communication channel, such as email or messaging platform.
2. Make-up Lesson Eligibility:
   • (a) Make-up lessons will be provided for absences with no less than 48 hours written notice given to the teacher in advance.
   • (b) Students who provide the required notice will be eligible for a make-up lesson to ensure they receive the full instructional content.
3. Teacher Absence Guarantee:
   • (a) In the event of a teacher’s absence, a make-up lesson will be guaranteed for the affected student(s).
   • (b) The teacher will provide a suitable alternative time for the make-up lesson, ensuring that the student does not miss out on the instructional content.
4. Provision for Absences with Less than 48 Hours Notice:
   • (a) Provision may be made for absences with less than 48 hours notice, pending teacher availability.
   • (b) While every effort will be made to accommodate such absences, it cannot be guaranteed due to scheduling constraints.
5. Make-up Lesson Scheduling:
   • (a) Make-up lessons will be scheduled at a mutually agreed-upon time between the teacher and the student.
   • (b) The scheduling of make-up lessons will take into consideration both the teacher’s availability and the student’s availability.
6. Communication and Documentation:
   • (a) All missed lesson notifications and make-up lesson arrangements should be communicated in writing and documented for record-keeping purposes.
   • (b) This ensures clarity, accountability, and a reference point for both the student and the teacher.

Note: The availability of make-up lessons may be subject to teacher availability, scheduling constraints, and any applicable terms and conditions agreed upon between the student and the teacher.

1. Respect for Other Students’ Schedules:
   1. In consideration of other students’ schedules, lessons will not be prolonged due to a student’s late arrival.
   2. Students are expected to arrive on time for their scheduled lessons to ensure the effective use of instructional time.
2. Student Responsibility for Timely Arrival:
   1. It is the responsibility of each student to make every effort to arrive punctually for their scheduled lesson.
   2. Students should plan their travel time and account for any potential delays to ensure they arrive on time.
3. Teacher Late Arrival:
   • (a) If a teacher is running late due to circumstances beyond their control, both the student and teacher will have the following options:
     • (i) Wait for the lesson: If the delay is minimal, the student may choose to wait for the teacher to arrive, and the lesson will proceed as scheduled.
     • (ii) Make-up the lesson: The student and teacher can mutually agree upon a convenient time for a make-up lesson to ensure the full instructional content is covered.
     • (iii) Credit the pertinent fee: If the delay significantly impacts the lesson, the teacher may offer to credit the fee for that particular lesson.
4. Credited Fees for Make-up Lessons:
   • (a) Credited fees can be reapplied for a make-up lesson at a later time, closer to the date of an examination or recital.
   • (b) This allows the student to receive the necessary instruction and preparation leading up to important events.
5. Make-up Lessons for Portion of Late Arrivals:
   • (a) Provision may be made to conduct a make-up lesson for a portion of any late arrivals, subject to teacher availability.
   • (b) The teacher and student will determine a suitable time to cover the missed portion of the lesson, ensuring the student receives the necessary instruction.

Note: Punctuality is crucial for the smooth operation of lessons and the effective use of instructional time. Students are encouraged to communicate any potential delays in advance, and teachers will strive to maintain punctuality while acknowledging unforeseen circumstances that may cause occasional delays.

1. Payment Deadline and Term Structure:
   • (a) Tuition fees for the next term are due 4 sessions prior to the expiry of the current term.
   • (b) The term structure is based on demand and offers options of 12, 24, 48 or 96 sessions.
2. Notification for Payment Difficulties:
   • (a) If a student or guardian is unable to meet the payment deadline, they must notify the teacher or director in writing in advance.
   • (b) This notification allows for discussions on alternative payment arrangements, such as paying in increments, to be considered.
3. Key Communication for Payment Facilitation:
   • (a) It is essential for students or guardians to communicate ahead of time regarding any potential payment difficulties.
   • (b) Early communication enables the school to work with the student or guardian to find a suitable solution and avoid unnecessary complications.
4. Consequences of Failure to Communicate:
   • (a) Failure to communicate payment difficulties may result in the student being placed in a more expensive fee tier if payment has not been made by the deadline.
   • (b) This policy is in place to encourage timely payment and ensure fairness to all students.

Note: The specific payment terms, fee structure, and consequences for non-payment may vary depending on the school’s policies and agreements. It is important for students and guardians to familiarise themselves with the payment policies and communicate any concerns or difficulties in a timely manner.

1. Cancellation Notice Period:
   • (a) To cancel lessons for the ensuing term, students must provide advanced written notification of 4 lessons prior to the expiry of the current term.
   • (b) This notice period allows the school to make necessary adjustments to scheduling and accommodate other students.
2. Cancellation for Monthly or 4 Session Lessons:
   • (a) Students who have purchased monthly or 4 session lessons may cancel their agreement with at least 4 sessions’ notice in advance.
   • (b) This notice should be provided in writing to ensure clarity and documentation of the cancellation request.
3. Renewal and Payment for the Next Term:
   • (a) Renewal notices for the next term will be sent out 5 sessions prior to the expiry of the current term.
   • (b) Payment for the renewal is due 4 sessions prior to the expiry of the current term to secure the student’s place for the subsequent term.
4. Cancellation Process for Agreed Term:
   • (a) Once payment is received for the term agreed upon in writing, cancellation is granted with 4 weeks’ notice prior to the end of the agreed term for the ensuing term.
   • (b) This policy ensures fairness to both the school and the student, allowing for proper planning and scheduling.
5. Precedence of Written Cancellation Policy:
   • (a) The cancellation policy stated in this document takes precedence over any verbal agreements between the teacher and the student.
   • (b) It is important for all parties to adhere to the written policy to avoid misunderstandings and ensure consistency.

1. Notice of Pending Failure: In the event that a student is deemed by the teacher as “failing” or unable to meet the assessment criteria administered internally or by the chosen examinations board, the student will be provided with one calendar month’s written notice. This notice will serve as a notification of the pending failure and will outline the necessary steps for the student to address the situation.
2. Cancellation and Rescheduling: If a student receives a notice of pending failure, they have the option to cancel the upcoming examination and choose to partake in it at a later date. By exercising this option, the student forfeits the examination fee, unless the chosen examinations board has provisions in place to allow re-entry for a nominal fee.
3. Re-entry Provisions: If the chosen examinations board has provisions to re-enter the student with a nominal fee, the student may choose to take advantage of this option. In such cases, the student will need to follow the re-entry process as outlined by the examinations board and pay the required fee to reschedule the examination.
4. Communication and Support: Throughout the process of pending failure, clear and open communication between the teacher, student, and any relevant administrative staff will be maintained. The student will be provided with guidance and support to help them understand the reasons for the pending failure and explore potential strategies for improvement.
5. Monitoring and Progress: Following the notice of pending failure, the student’s progress will be closely monitored by the teacher and relevant staff members. Regular feedback and assessment will be provided to help the student identify areas of improvement and work towards meeting the required criteria.
6. Appeals Process: If a student disagrees with the teacher’s assessment of pending failure, an appeals process may be available. The student should consult the established procedures for appeals, which may involve submitting a formal appeal to the appropriate authority within the educational institution.
7. Confidentiality: All information related to a student’s pending failure will be treated with strict confidentiality. Only authorized personnel involved in the assessment and support process will have access to this information, ensuring the student’s privacy and dignity are maintained.

Note: This policy aims to provide a fair and transparent process for students who are facing pending failure, allowing them the opportunity to make informed decisions and take appropriate actions to address their academic challenges.