SALAM!
Your remarks are logical; most teachers keep on including the WHqqs in the exam papers...I don't think it's a sin, but all we konw is that they are not included in the BEM paper. As to me, I was informed by an inspector about this fact, as I used to include WH QQS in my exam papers, as you may have noticed. But this does not mean that we shouldn't teach this vital point to our pps. And who knows? They may have them in the BEM paper as I always say to my pps; we are used to being surprised!
The inspectors know this but did not give us any written instruction stating that there are no WH QQS in the BEM paper.
Now, why such a decision and on what basis it's made, none knows. It may be a way of facilitating the comprehension qqs so as to give the pps more opportunities to work...but it seems that it's not the case since all the BEM samples are over ambitious concerning the comprehension activities.
The three past BEM samples contained qqs which were and are not at the reach of a MSY4 pp. The pps stated that they had found difficulties in understanding the auxiliary qqs.
Such topic should be discussed with inspectors who may know why such a decision is made....but I think that many many other points should be discussed, too. The English curriculum is really over ambitious...and our pps are not given the opportunity to practise so as to grasp what they are taught. Should we finish the program in due time or rather enable our learners to take in the least more effectively and more efficiently? This is an other topic, I know, but ...
May thanks.
Salam!