Using drama-rich pedagogies with the episodic pre-text model to improve literacy

School Drama Classic is a co-mentoring teacher professional learning programme developed through partnership between Sydney Theatre Company and the University of Sydney’s Education Social Work. Developed in 2009, this aims to enable primary teachers develop expertise confidence use drama-rich pedagogy with quality children’s literature enhance learners’ English literacy skills. By 2021 it had reached more than 35,000 students across Australia recently New Zealand. While growing body research has explored aspects programme, relatively little focus centred on student outcomes. This article focuses one my doctoral case studies (Saunders, 2019), Year 5 class at Gungahlin Public (pseudonym), co-educational public school inner west. A range data collection methods was employed within qualitative study, including interview (before, during after intervention), groups (during benchmarking (before intervention) pre- post-programme survey for students. Richardson’s (1997) concept crystallisation used analyse data. The findings suggested positive shifts outcomes selected area (inferential comprehension) using an episodic pre-text model.