This isn’t the exact instruction issued to teachers by the regulator Ofqual. But it’s as near as… well, damn.

Exams, says the regulator, shouldn’t “demotivate” and “disadvantage” pupils, especially those who come from the families of migrants or council estate dwellers. And exposure to difficult words could lead to just such undesirable ends.
Difficult words may be complex, uncommon or abstract, such as “bravery” and “sarcasm”. Or else they may confusingly have two meanings, such as “present” (actually, it’s more than two, but who’s counting?). Exam papers containing such devilish traps compromise “equality”, defeating the real purpose of our education.
It’s not just texts but also contexts that may scupper the egalitarian project: “Contexts such as those related to particular types of housing, family arrangements, or social, travel or cultural experiences may advantage or disadvantage particular groups of learners.”
Chief regulator Dr Jo Saxton said exams should “enable every student to demonstrate what they know, understand and can do. It is crucial assessments are as accessible as possible for all students”.
A singular antecedent followed by a plural pronoun makes me wonder what Jo’s doctorate is in. Equality studies? Dumbing Down? Patronising Techniques? Not English, by the sound of her. And Jo? British schools, unlike American ones, have pupils, not students.
Our educators seem to lose sight of the real purpose of education. Expressed schematically, it’s to guide pupils from Point A (current knowledge) to Point B (desired knowledge). Applying this self-evident truth to language, it’s to move people from the way they speak to the way they should speak, from the words they know to those they should learn.
Many groups of pupils do express themselves in a patois of desemanticised interjections and derivatives of four-letter words. But surely any teacher worth his salt would seek to broaden their lexical horizons? And how else can that be done if not by exposing pupils to the unmatched treasure trove of English vocabulary?
Words aren’t divided into difficult and easy, Dr Jo. They are divided into right or wrong, precise or ambivalent, elegant or crude. And English is perhaps the best language for such distinctions, what with its lexicon being much bigger than in any other European language (three times as big as in Russian, to take one random example).
The wider the vocabulary, the firmer the grasp of nuanced thought. For words designate concepts and their endless nuances. Hence teaching a pupil new words makes his mind more agile and complex, his knowledge broader, his sensibilities more honed.
The same goes for those supposedly demotivating contexts. A pupil whose quotidian reality is underpinned by crushed beer cans, discarded syringes and gratuitous violence can and should be taught to aspire to a better life, one of beauty, intellect, good manners and emotional continence.
Such aspirations won’t always be realised. Yet each time they are, our society becomes better for welcoming another member fit to live in it.
When I was a child, I and my Russian classmates lived in squalor compared to which a British council estate would have seemed a paragon of luxury. Most of us knew our lives were unlikely to change no matter what we did. They wouldn’t become freer, more interesting or less ugly.
But so much greater was the ardour with which we gobbled up books about faraway lands of knights and their fair ladies, cowboys and Indians, musketeers and cardinals, exotic animals and plants, voyages and flights. We’d then pester our nonplussed parents to tell us what all those unfamiliar words meant.
Asparagus? Parliament? Claret? Judiciary? Tuna? Abbot? My poor mother often didn’t know what some of those words meant either, but she always made a point of trying to find out for my benefit.
As a result, I’ve retained to this day a sense of gratitude every time a writer uses a word I don’t know. By either figuring out its meaning from the context or looking it up, I learn not just a new word, but a new concept or perhaps a new nuance.
That’s how pupils should be taught. They should learn to love learning, to rejoice at feeling their minds growing broader and sharper. They should pick up thousands of new words at an age when their memory is at its most grasping and retentive.
Granted, that’s no easy task for any teacher, school or regulating body. But nothing worth having ever comes easily.
Instead our educators find it simpler to turn schools into dumbed-down laboratories of social engineering, battlegrounds of egalitarianism and wokery.
That’s where the zeitgeist is blowing, and resisting it takes moral and intellectual courage, rare commodities these days. Acting as the zeitgeist’s weathercocks is easier and, in today’s climate, more rewarding.
That’s why our education doesn’t educate. It churns out herds of Mowglis unable to use or understand human speech. They communicate not in full, perfectly parsed sentences but in social media acronyms, such as LOL or FML.
The last two letters in the latter stand for My Life. The first one explains what our educators are doing to education.








