According to the BBC, 'Sanne Yde Schmidt, who heads the project at Greve, says: "If we're going to be a modern school and teach them things that are relevant for them in modern life, we have to teach them how to use the internet."'
I can see this being the shape of things to come: it's trendy, and it's accepting what many would say is the way of the world.
Me? I can't argue with the statement that young people need to know how to use the Net. Am I the only person who would point out, though, that young people generally manage to work that out for themselves?
But the argument is that this kind of examination tests the ability to research a subject and work out the answer to a question through the integration of information derived from various sources, rather than just the learning and regurgitation of facts.
And I certainly approve of children being taught those skills as early as possible. And I'm aware that there are now sophisticated computer programs that do a good job of spotting plagiarism, generally seen as one of the biggest risks of access to the Internet.
But I can't help wondering whether this is going a little too far. We do need to learn how to commit information to memory and how to use the information we've stored away to answer questions. This can be a simple regurgitation of facts, but the ability to do more than that should be what distinguishes the top grades from the average.
If I'm employing someone, I want that person to be able to think on his or her feet. Though there may not be total recall of every fact related to the matter at hand, that person should at the very least remember enough to have an idea of possible solutions rather than being able to do little more than stare blankly at me until they've had a chance to dive onto the computer.
We are, surely, in danger of creating a generation who are data-rich, but information- and understanding-poor.
Perhaps I'm just getting old and reactionary, but then maybe experience says otherwise.
I must have been about 14 when we started to use calculators at school. While I was pleased to be able to leave log tables and slide rules behind, I had already learned a solid command of mental arithmetic that still stands me in good stead.
Now the level of numerical illiteracy is shocking in this country and I cannot help but wonder how far the early introduction of calculators - not, please note, the use of calculators as such - is responsible for that.
I guess we'll find out in the fulness of time. And I really hope I'm wrong.






