Non-Exam vs Exam Classes: Choosing the Right Path for Your Child
This article looks at how to make the choice between non-exam vs exam classes.
At Ten Feet Tall, we believe deeply in goals.
We believe that students grow best when they are working towards something clear, measurable, and meaningful. We believe that communication, speaking, and thinking skills take time to develop — and that students deserve to be recognised for that growth.
This belief sits behind everything we do, including how we structure both our Non-Exam classes and our Exam classes.
Why One Term Is Rarely Enough
It’s completely understandable that families want children to try things, explore interests, and move on if something doesn’t feel right. Choice matters.
At the same time, communication skills are not like trying a hobby for fun. They are more like learning to drive a car.
You don’t learn to drive by reading the road code once.
You don’t become confident by watching someone else do it.
You need time, repetition, coaching, and real opportunities to practise.
Only after that do you sit a test — not to catch you out, but to confirm that you can actually drive safely and confidently on the road.
Speaking, presenting, performing, and debating work in exactly the same way.
What Are Non-Exam Classes?
Our Non-Exam classes focus on skill development without a formal external examination. From 2026, these classes will work towards our newly introduced TFT Achievement Standards.
Students enrol at the end of Term 1 for our Achievement Standards and work across the year towards achieving the skills expected at their school year level, using the Ten Feet Tall Curriculum. The TFT Achievement Standards replace our end-of-year certificate and recognise measurable progress in speaking, performing and communication skills.
Achievement Standards are assessed during class and at our end-of-term open classes. They provide:
clear skill expectations
structured progression over time
recognition of genuine growth
motivation without exam pressure
We do not often discuss the achievement standards with students this is something that sits in the background and is measurable outcomes we report to parents on. Students will love their badges when they receive them at the end of the year!
Non-Exam classes are ideal for students who:
start building speaking and performing skills later
may be resistant to classes or exams
may be very busy and have limited time to rehearse for an exam
- enjoys longer group classes that
- are taking our debate programme
At the junior grades, we don’t often talk about exams with students. Each term, students work on one prepared piece and one impromptu piece, both of which can be used for exams at the end of the year. Across the first three terms, students gradually build their exam work as part of normal class learning — without pressure and without it feeling like a “big deal.”
At the senior grades, there is more discussion about exam requirements, but again, the focus remains clear and manageable rather than intense. We are very aware of the pressures students face at school, and we deliberately design our exam processes to be focused, structured, and well-communicated, without adding unnecessary workload or stress. More information on our exam process is here.
What Are Exam Classes?
Exam classes add an additional layer: a formal assessment occasion.
Students still develop skills over time, but they also work towards a recognised external exam, such as Speech NZ or Trinity College London. We offer exams in Speech and Drama, Public Speaking, Acting. Exams provide:
a clear external goal
formal feedback from an independent examiner
a recognised qualification
evidence of preparation, perseverance, and performance under pressure
Exams are not about rushing or forcing children before they are ready. They are about confirming skills once they are developed — much like sitting a driving test after sufficient practice. Read more about our Exam Classes Here.
So Which Is Better: Achievement Standards or Exams?
Neither is “better.” They serve different purposes at different times.
A helpful way to think about it is this:
Achievement Standards recognise skill development during the learning journey
Exams recognise skill mastery at a specific point in time
Some students thrive with Achievement Standards for several years before moving into exams. Others enjoy the structure and motivation of exams earlier. Many students do both across their time with us.
Our Role in Helping You Choose
At Ten Feet Tall, we don’t believe in one-term fixes or empty certificates. We believe in time, coaching, measurable skills, and recognising real progress.
Parents can choose Achievement Standards or Exams, and we are here to help guide that decision based on your child’s confidence, experience, and goals. Parents can change into an exam class up until the end of Term 2. Achievement Standards can be entered at any time.
Because learning to drive well — or to communicate well — is never about rushing. It’s about building skills properly, and then recognising them in the right way.
If your child would thrive on a goal to work towards
Frequently Asked Questions
Is one term of Speech & Drama, Public Speaking or Debate enough?
For most students, one term is a starting point, not a full skill-building journey. Communication, speaking, and thinking skills develop over time with repeated practice, feedback, and clear goals. This is why Ten Feet Tall offers both TFT Achievement Standards and exam pathways — to recognise real progress rather than short-term participation.
What is the difference between TFT Achievement Standards and exams?
TFT Achievement Standards recognise measurable skill development over time and are assessed during classes and open classes. Exams recognise skill mastery at a specific point in time through a formal external assessment. Many students complete Achievement Standards before choosing to sit exams later.
Which Path Is Right for My Child?
Some of our most youngest and un-confident students have flourished in our exam programme. We were the first company to start students sitting exams before Year 4 and we know it builds a strong head start in speaking and perfomring confidence and chidlren learn that exams are fun. The level of confidence a child has does not determine which programme rather in our experience it is motivation.
Question 1: Does your child thrive more in a group environment or with a clear individual goal?
⬜ My child grows through shared group experiences and learning alongside others
⬜ My child enjoys having a clear personal goal to work towards
⬜ My child thrives when working towards a defined outcome or milestone
If your child thrives in group learning or would benefit from being in a group→Non-Exam classes with TFT Achievement Standards are an excellent fit. They allow students to develop skills collaboratively while still working towards clear, measurable outcomes.
If your child is motivated by clear individual goals →Exam classes provide a focused pathway with a defined target and external recognition. Some students will be ready for a stretch goal.
Question 2: What learning environment suits your child best?
⬜ A larger group with longer class time
⬜ A smaller group with shorter, more focused sessions
⬜ My child benefits from structure and one-to-one focus
If your child prefers longer sessions and group energy →Non-Exam classes allow time to practise, repeat, and grow skills across the year.
If your child thrives in smaller groups and focused sessions →Exam classes often suit students who enjoy targeted preparation and clear expectations.
Question 3: How willing and excited is your child about the class?
⬜ My child is hesitant or unsure, but open to trying
⬜ My child is willing and reasonably engaged
⬜ My child is very keen, motivated, and excited
If your child is hesitant or just beginning →starting with Non-Exam classes and TFT Achievement Standards allows confidence to build without pressure.
If your child is very willing or highly motivated →
Exam classes can be a great option, providing direction, challenge, and a sense of achievement.
A Helpful Way to Think About It
Non-Exam classes focus on skill development over time, while Exam classes recognise skill mastery at a specific moment. Many students move between both pathways as their confidence, experience, and motivation grow.
Our role is not to push a pathway, but to help you choose the environment where your child is most likely to thrive — and to adjust that plan as they grow.
If you’d like to talk this through, our team is always happy to help you plan the right next step for your child.