Using Scenario-Based Learning in Foundation Year Teaching

Abstract

This example of practice article makes the case for scenario-based learning (SBL) as a valuable method in foundation year teaching. Using two detailed social science case studies, it shows how SBL can enhance engagement, bring unique benefits to a wide range of students, and meet the needs of foundation year practitioners and institutions now and in the future. It considers the practicalities of introducing SBL and provides examples and practical tips for implementing the approach.