The primary ambition is to embark on a journey with both teachers and students to build confidence, creativity, and safe vocal function, and to introduce new material, broadening students’ horizons. Completion of each module marks a celebratory milestone in the student’s learning. By the final module, they will have covered a wide range of learning areas.

By the end of the entire course, the aim is for a student to come to a realization of their unique musical preferences, strengths, and appreciation of their own voice and love of music letting go of anxiety, worries or concerns. The work is not rushed because for adults, this is not a quick area of personal development, but one cultivated over time on a deeper level. The course and the vocal coach act as a supportive guide to the student in their quest to understand themselves, and the music they love.

Yes, students can order their workbooks directly to use with their teacher, coaches can order a term box of materials to have in-stock, or a combination of both

Most of my students complete a module per term with some students progressing a little faster or slower depending on the module. On average, students spend around 3 months on the projects, exploration, developing skills, and practice of each module before taking the end-of-module assessment. 

During this time, I aim to provide students with all the tools they need to grow. I don’t rush the process but aim for both myself and the student to enjoy the journey together, with a give-and-take approach

Apart from just a few specific projects, there is scope for teachers and students to choose any song for any module task.

Adult students have often accumulated a diverse range of music over their lifetime to contribute to lessons. Teenage students also bring in fantastic contemporary music choices. At the same time, most students appreciate the chance to explore different music genres. They may be surprised at how much they enjoy a style not previously considered. Throughout the course, students are offered the opportunity to use their own choice of pieces alongside selections recommended by their coach, making for a team effort. 

I recommend using the lesson material in the order you feel best serves the student’s needs and progress. However, I do follow the order when it comes to assessment quizzes. If a student has covered a topic previously, ticking it off when we get to that assessment can serve as a review or reflection.

I encourage students to review the entire booklet, including the quiz, to gain an overview and start working on the projects. We will then discuss key elements in class and establish the module’s goals to that the student is clear on their goals, and focus for the module

The purpose of the assessment at the end is to provide students with the floor space to express themselves and share what they have learned, articulating structures in their own words. If a student is clearly struggling with a certain topic, then I make a note and we work together a little longer before coming back to the quiz. In some instances, we might move to a different module and then come back with a further enhanced skillset. 

Each module should take minimum 2 months. 

Once you are happy that your student has provided the answers to all 10 module papers with adequate understanding, effort levels, and has met the pass criteria set out then they will qualify to earn 80 CPD points.

The official certificate is sent to the student by the CPD body. Please email me at the time for us to process the student’s details. 

If you are a teacher wishing to also work through CPD courses and you would like to embark on this course yourself then you are more than welcome. This can be very beneficial in understanding the criteria from a student’s point of view. Please email me for information on this.