This report investigates opportunities for professional learning when teachers work together to moderate their judgements of students’ work. It draws together key themes from previous research projects that have documented teacher interactions during moderation conversations. Teachers are required to report against National Standards and this is intended to be an effective lever to increase student achievement levels. Moderation conversations that provide rich professional learning about possible avenues for lifting achievement in the classroom will be needed if this policy is to work as intended. This review is a first step towards understanding how we can best support teachers as they do this important work.