WEBSITE
www.istd.org
FOUNDER/DIRECTOR
Ginny Brown, Chief Executive
HISTORY
Founded in 1904 in London, the Imperial Society of Teachers of Dancing (ISTD) is one of the world’s leading dance examination boards. Established to standardize teaching and provide structured training, ISTD now operates internationally, offering syllabi and examinations in over 75 countries, including Australia.
STYLES/GENRE
ISTD offers a diverse range of genres, each with its own syllabus to develop technique, artistry, and musicality:
Cecchetti Classical Ballet, Imperial Classical Ballet, Modern Theatre, Tap Dance, Classical Indian, Contemporary, National Dance, Classical Greek Dance, Ballroom, Latin American, Sequence, Disco/Freestyle & Rock ‘n’ Roll, and Street Dance.
GRADING/MARKING SYSTEM
For theatre genres, students progress through Graded Examinations (Primary–Grade 6) and Vocational Grades (Intermediate Foundation to Advanced 2), assessed on technique, musicality, and performance. Results are awarded as Pass, Merit, or Distinction.
For Dancesport, Medallist Tests progress through Bronze, Silver, and Gold, with advanced awards such as Gold Bar and Supreme Award. These focus on technique, timing, partnering, and presentation.
Teacher Qualifications
ISTD offers professional qualifications including the Level 4 Diploma in Dance Education (DDE), Licentiate, Fellowship, Associate and Associate Diploma, ensuring teachers have technical expertise, pedagogical skills, and safe practice knowledge. These are globally respected and often required for teaching roles.
Competitions and Awards
ISTD provides opportunities through Medallist Competitions for Dancesport and prestigious theatre awards such as the Janet Cram Awards and Imperial Classical Ballet Awards. Scholarships and bursaries support exceptional dancers and teachers, promoting accessibility and excellence worldwide.
Kim Scott
International Representative for Australasia
ISTD Member and Examiner
How have examinations and assessments evolved, and what do you think is most important for students today?
Examinations have become far more accessible and relevant in recent years. In Australasia, we’ve seen a shift from rigid, studio-based exams to flexible options like remote assessments and video submissions, which were vital during the pandemic and remain popular for regional students. The content has also evolved - there’s greater emphasis on artistry, musical interpretation, and safe dance practice, not just technical drills. For students today, the most important thing is that exams feel meaningful: they should build confidence, celebrate individuality, and prepare dancers for real-world opportunities, whether that’s on stage or in teaching.
What do you see as the real value of syllabus training and exams for young dancers?
The syllabus gives young dancers a clear roadmap. All the elements are designed to fit together, ensuring that dancers build techniques and understanding progressively from level to level. This structured approach means they can develop safely and confidently in their dance practice. In Australia and New Zealand, where studios often teach multiple genres, ISTD’s consistency and quality across all levels is invaluable. Exams aren’t just about passing - they foster goal-setting, resilience, and a sense of achievement. I’ve seen students light up when they achieve a Distinction, but the real value lies in the process: working towards something, receiving constructive feedback, and deepening their understanding of the artform. These experiences shape confident, versatile dancers who can adapt to any environment.
How is your syllabus preparing dancers for the future of the artform and the profession?
The ISTD syllabi are designed with the future in mind. The ISTD maintain the integrity of classical techniques while integrating contemporary styles and safe dance principles, which are essential for longevity in the profession. In Australasia, where the industry is diverse - from commercial work to classical companies – the ISTD training develops versatility. The ISTD also embed creativity and performance quality, so dancers aren’t just technicians; they’re artists.
This approach prepares students for careers in performance, choreography, and teaching, ensuring they can thrive in an evolving global dance landscape.