Moderation and the primary school context

Paul Adams, Jemima Anderson

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This study presents an examination of the enactment of moderation in a Scottish primary school. The study investigated how an individual school made sense of moderation. Documentary evidence was gathered providing an in-depth understanding of both moderation and the wider context of the school. Audio recordings of three moderation meetings provided data on moderation enactment. Unstructured, semi-structured and focus group interviews captured the views of all participants involved in moderation. Moderation was viewed positively, understood as a social process enhancing collegiality and curriculum improvement. Finally, a typology for moderation is proposed.
Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalEducation 3-13
Issue number1
Early online date3 Oct 2017
Publication statusPublished - 31 Jan 2019


  • primary school
  • moderation
  • curriculum


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