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Since March 2020 the COVID-19 pandemic has continued to have a considerable impact on education policy and practice across the United Kingdom (UK). The onset of the pandemic has also been characterised by its uncertainty, with education practitioners having little in the way of prior experience to call upon in order to predict future developments or to support their decision making. The authors observed how social distancing requirements have disrupted long-established practices, with teachers shifting to online platforms at times to provide remote education. The pandemic has also impacted assessment arrangements. National examinations have been cancelled across the UK in 2020 and 2021, with a good deal of uncertainty during this period around any assessment replacement measures. This study examines the experiences of teachers in England during the second and third terms of the 2020-21 academic year. The authors wanted to understand the impact of COVID-19 on education in three areas: "pedagogy" (teaching methods); "curriculum" (taught content); and "assessment" (assessed content and assessment methods). This study explores how these areas affected "teacher workload," "teacher and student wellbeing," and "the equity of educational provision and performance outcomes." Participants were 15 teachers from a spread of regions, localities, school types and sizes across England. The teachers were working with students in Year 11 or 13 across a range of subject areas (English Literature, Science, Geography, PE, or Drama). The authors suspected that these teachers would be particularly prone to the effects of any moves towards remote learning or any disruption to formal assessment in 2021.

A curriculum map is a visualisation of relationships within and between a curriculum or curricula. Curriculum mapping refers to the method for creating and using the curriculum map, however this term is used broadly and encompasses a variety of methodological approaches. Often, researchers in the field of curriculum studies conduct curriculum mapping specifically to compare two or more curricula using documentary evidence. There is a paucity of literature articulating how to conduct curriculum mapping that is replicable. Therefore, our article draws on current literature as well as our personal experiences in order to construct a methodological approach for making such comparisons. To begin, the concept of curriculum mapping will be explained. Next, the key stages of the curriculum mapping process will be discussed. Finally, the benefits and limitations of this method will be explored.