Entry requirements

Age

The minimum age for study is 18 by 31 December in the year of joining the Academy.
There is no upper age limit for applicants. 

Equality

The Academy does not discriminate against students on grounds of age, sex, disability, ethnicity, religion, etc. It does, however, judge applicants critically on their personal suitability for a course of study according to ability and their potential to develop into professional musicians. See our Disability Statement and other information about student support.

Audition requirements

Please see the relevant department pages for specific details on auditions for your own instrument or specialism. It is not normally permitted to audition twice for the same study during the same admissions session.

English Language requirements

Please see our English Language Requirements area for details of English language test scores and result deadlines.

Disability

Our Disability section has information on support for any additional needs, including specific learning difficulties and disabilities, including exam arrangements and specialist tuition.

Entry requirements

For Undergraduate (BMus) candidates from UK and Ireland
For Undergraduate (BMus) EU and International candidates
For Postgraduate candidates (MA, MMus, Advanced Diploma and Research Degrees)

If you are applying for the MMus, AdvDip or ProfDip, you will need to provide written work: please check these details.

Accreditation of Prior and Experiential Learning (APEL)

APEL or Accreditation of Prior Experiential Learning is a process that enables you to receive formal recognition for skills and knowledge you already possess that have not been previously assessed or awarded credit.

The Royal Academy of Music recognises that significant knowledge, skills and understanding relevant to our core programmes of study can be developed as a result of learning opportunities outside formal educational frameworks, such as through employment, voluntary work, or individual activities and interests.

This recognition promotes lifelong learning, social inclusion and wider participation; above all, it ensures that the Academy provides equal access opportunities to gifted and motivated applicants from all backgrounds.

The Academy has developed strong and clear mechanisms for identifying, assessing and formally acknowledging prior learning, including prior certificated learning and prior experiential learning. Prior certificated learning refers to learning and achievement that was assessed and certificated before the start of the programme of study. Prior experiential learning refers to learning and achievement through experience and critical reflection outside the context of a formal programme of study. It is crucial that proper consideration be given in the accreditation process to learning and achievement through experience, not just the relevance of the experience alone.

The Academy’s APEL policy (PDF) provides the framework by which requests for APEL are considered.