HANDS up all those who think exams have become easier over the years.
Perhaps it's just a symptom of growing old but once upon a time even the teachers struggled to understand some of the questions, let alone know how to answer them.
Nowadays, there's multiple choice to give those who haven't got a clue a fighting c
hance of getting marks.
Course work often counts for part of the exam and some subjects even allow reference books to be used during the tests.
But why has this been allowed to happen?
We live in a society driven, nay obsessed, by targets, performance and figures – and the teaching profession is sadly no different.
As if teachers don't have enough on their plates dealing with the usual issues facing children, they also have to complete endless paperwork to satisfy the number-crunchers.
And at the end of it, they are judged on their ranking in largely irrelevant league tables that take little account of social conditions or environment.
What amazes me is that each year the Government manages to announce an increase in exam pass rates. Either the kids are getting brighter, teaching is improving or, you've guessed it, exams are getting easier.
Surely exams are set to suit the conditions and knowledge at the time. Teachers of yore would certainly dispute that they were any worse than those today.
Conditions, equipment and kids' rights to expect a decent education have improved in the last century (although looking at the state of the current Duchess's High School buildings in Alnwick, I would disagree with the former), but has intelligence followed suit?
I would very much doubt it, which leads me to the obvious conclusion that it is easier to pass a maths test in 2009 than it was in 1959.
What happens when we reach a 100 per cent pass rate – and we're nearly there now? Where do we go from there?
Politically, the Government must be seen to be at least maintaining standards, so it could be tricky to achieve a 101 per cent pass rate. Even my limited maths knowledge will not allow that.
With all this in mind, here is an example of how a question might have evolved over the past 40 years.
1 Teaching Maths in 1970A logger sells a lorry-load of timber for £1,000.
His cost of production is 4/5 of the selling price. What is his profit?
2 Teaching Maths in 1980A logger sells a lorry-load of timber for £1,000.
His cost of production is 4/5 of the selling price, or £800. What is his profit?
3 Teaching Maths in 1990A logger sells a lorry-load of timber for £1,000.
His cost of production is £800. Did he make a profit?
4 Teaching Maths in 2000A logger sells a lorry-load of timber for £1,000.
His cost of production is £800 and his profit is £200. Your assignment: Underline the number 200.
5 Teaching Maths in 2009A logger cuts down a beautiful forest because he is totally selfish and inconsiderate and cares nothing for the habitat of animals or the preservation of our woodlands.
He does this so he can make a 20 per cent profit of £200. What do you think of this way of making a living?
Topic for class participation after answering the question: How did the birds and squirrels feel as the logger cut down their homes? (There are no wrong answers).
If you are upset about the plight of the animals in question counselling will be available.
