Trinity College London

“‘We were not burdened by the responsibility at all, we were just excited. We were able to pass on what we learned to other teachers and our students so it really enriched us in a great way.’”

““You have the freedom to put something in that fits with the song with a big fill or repeat. I think that’s made him really creative and really brought him on.””

““You can see his progression from Grade 1 all the way up to Grade 8. He’s definitely got more confident – it’s given him the confidence to perform.””

““This is the biggest exam I have done, but I thought that, from the word go, Trinity was very structured. I knew exactly what I had to do - there wasn’t a reason for me to worry or to stress.””

“I know now that when I learn a new piece, I have to make sure I learn the articulation and dynamics straight away and express myself when I’m playing more – that’s what some of my feedback was.”

“I like the pieces in the Trinity books, especially the Grade 7 ones. You have more of a variety of pieces and there’s a range of different styles.”

““What I love in Trinity is the experience of talking to an examiner. I really love that part because the examiner gives us a lot.””

““It changed the old-fashioned teaching style. I think I’m the one who gained the most from it.””

““After finishing, I understood how to redesign my courses, even those not taught in English. I could use the same structure and approach.””

““This programme helped me build up the fundamental techniques I need for my classes now. It’s also one of the reasons I was able to move into teacher training.””

“Trinity offers a fascinating exam-focused pathway that requires preparation from technical, musical, and interpretative perspectives. It’s well-structured, intertwining three elements (instrumental, technical and Music Theory), enabling students to achieve an excellent performance level. It’s also valuable linguistically, as it allows you to learn musical terminology in English and interact with examiners exclusively in that language.”

“"I can put my CertPT Master Trainer title on the poster, and as part of my signature. It shows I have had training and I am confident that I can do the job better."”

““After I became a Master Trainer, I felt more confident.””

““I have changed a bit of my teaching style in a way that fits my students learning. Now my classes are very much interactive compared to the past.””

““Now I break down the lesson into lesson and activity, lesson and activity. I incorporate much more interaction into the lesson nowadays and make my classes more interactive””

““I found it very tiring speaking for the whole three hours if you are lecturing.””

““The most impressive thing I learned is the willingness to change. We have to listen to other people’s comments. That’s very important.””

““It was very high pressure. I have been teaching for more than 18 years, and still, being watched while teaching makes you feel like you need to prepare very carefully.””

““In that lesson, we had to deliver our teaching and listen to feedback from others. That’s something special in CertPT.””

““In Taiwan, we are not used to that kind of culture. We don’t normally go into each other’s classes and observe, especially when the purpose is not simply to fulfil a formal requirement, but to support and learn from one another””

““We are professors and we have been teaching for years, but we rarely watch other people teach.””

““I like the community. When we had the lessons together, we planned together, we watched each other's lessons, and we improved together.””