When grading, it is useful to divide the assignments into two categories: first, those which are free-form and open ended, such as creative projects, papers, and presentations; and second, those which test for automaticity of core skills and knowledge such as spelling and vocabulary words, appropriate grammar use, and where or not the student has done reading assignments. The former category should be graded based subjectively upon the student’s progress and ability; the latter should be graded in a standard manner, with ‘wrong’ and ‘right’ answers.

Grades should focus on helping the student realise what his proficiencies are, and what things he may study in order to improve his work. The Academy, initially founded by composer Niels W Gade in 1867, is ‘the eldest professional institution of musical education in Denmark and the largest with focus on classical music, with approximately 400 students’. Queen Mary is a ‘Protector’ of the institution. Taking to social media, the King and Queen wrote: ‘When spring soon turns into summer, and the trees around Fredensborg Castle turn green again, the Royal Family will traditionally move their residence to the Chancellery House.’  To help students grow into participating members of their societies, their education should inform students about the kind of world in which they live.

Some basic example of this would be: developing a critical understanding of how laws are passed (both in theory and practise), an understanding of different cultures which are prominent in the students’ lives, and the sceptical analysis of the students’ own values. All of these should be executed with immense respect for the students’ personal beliefs, but should nonetheless be thought-provoking exercises. ‘The princess is photographed in the Knight’s Hall of Frederick VIII’s Palace in Amalienborg, and on the portraits Her Royal Highness wears the Order of the Elephant with a star chest…

and a miniature Order portrait of her father, His Majesty the King.’  Transferability of knowledge is essential to relevant education. Without it, the student is not able to take what he learns in the classroom and apply it to his extracurricular interests; or vise versa. However, it is a more difficult task to ensure that the student is focused and motivated enough to take interest in transferring his understanding to begin with.

This kind of education benefits the student in at least two ways. First, he is able to reflect upon course material using personal experience. He is more likely to be interested in what is being taught, because the material is more relevant to him. Secondly, he is able to supplement his extracurricular interests with the knowledge that he learns in class. By making connections between what he learns in the classroom and outside of it, he has the opportunity not only to build upon his understanding of class material, but also of his own recreations and passions.

This should be one of the primary purposes of teaching and learning: to build upon the students’ existing experience and curiosity to provide a practically grounded and relevant education.