Our program is a structured, small-group experience that brings primary or secondary school students together with aged care residents for facilitated sessions held at the aged care home and, where appropriate, at the school.

Each program typically runs over six to eight sessions. Every session has a clear purpose, a planned sequence of activities and a consistent structure that helps participants know what to expect.

Activities may include:

• Guided, hands-on experiences.
• Storytelling and memory prompts.
• Collaborative tasks such as making, planting, arranging or recording stories.
• Quiet reflection and conversation supported by prompts.

Groups are intentionally kept small, usually one or two students with one or two residents. Trained program leaders guide interactions, pace conversations and support participants who need assistance.

Groups also come together to share what they have learned about a person, a topic or an activity.

Through our experience, Grade 5 has been an optimal age group for participation. Students can carry their developing skills, personal growth and leadership into Grade 6.

Each session follows a familiar rhythm. This consistent structure helps participants settle in, feel comfortable and engage at their own pace.

1. Arrival and settling Students and residents gather, usually in a circle. Wayne and Catherine introduce themselves, and Wayne explains the purpose and intention of the program. Tangles the octopus is introduced to the group.
2. Introductory activity A short, guided activity helps everyone slow down and arrive in the moment together. Participants then pair up naturally; facilitators do not determine the pairs.
3. Paired activity Participants explore prompting questions that encourage curiosity, memories and reflection. These prompts help students ask questions and allow everyone to share stories at a comfortable pace.
4. Shared activity Pairs work together on a simple, achievable task designed to encourage conversation without pressure, such as assembling a bridge with limited resources.
5. Conversation support Facilitators support each pair with guidance, encouragement and prompts when needed.
6. Closing and transition Everyone reflects on what they have learned and has an opportunity to acknowledge and celebrate individual participants' skills and contributions.

Participants may be selected purposefully or randomly. Our experience is that both approaches can work. Selection is made in collaboration with the people who know the students and residents well.

Students

Teachers or wellbeing staff may consider students who:

• Volunteer to participate.
• May benefit from encouragement or a positive opportunity.
• Would benefit from learning beyond traditional classroom settings.
• Show empathy, curiosity or quiet leadership.
• Engage well in relational or hands-on activities, including students who may find conventional learning environments challenging.

Students are prepared for the aged care environment, including respectful communication with older adults and awareness of experiences such as memory loss or limited mobility.

Residents

Aged care staff help identify residents who may enjoy one-to-one or small-group interaction, respond positively to creative activities, or benefit from structured social engagement.

Residents living with dementia may be included where appropriate, with adaptations that make activities achievable, comfortable and flexible.

Some intergenerational programs focus on one-off visits, performances or loosely structured activities. Our program takes a different approach, emphasising continuity, thoughtful facilitation and meaningful participation.

01. Continuity, not novelty

Participants return over multiple sessions. As familiarity grows, recognition can replace awkwardness and trust can develop over time.

02. Active facilitation, not chance

Facilitators guide interactions, support communication, manage pacing and respond when someone needs additional encouragement or space.

03. Inclusion beyond conventional group settings

Activities are designed to support quieter participants and people who may feel less comfortable in large or noisy groups.

04. Shared experiences without conversational pressure

Hands-on materials and activities give participants something meaningful to do together. Conversation can develop naturally, without pressure to keep talking. Introductory prompts also help participants reconnect at each session.

05. Dignity, not performance

There are no performances, no showcasing and no expectation of a particular outcome. The value lies in shared moments and the relationships that may grow through repeated experiences.

When generations have opportunities to connect, they can learn from one another, feel more connected to their community and discover new ways to participate and contribute.

Each participant brings their own experiences, abilities and preferences. The program creates opportunities for connection, learning and contribution without expecting everyone to experience the same benefits.

The program grew from a desire to create a greater sense of purpose for senior participants and a stronger sense of connection for young people.

Rather than asking people of different generations to bridge the gap by themselves, the program creates a supportive environment where they can meet, share experiences and build familiarity step by step.

If your school or aged care community is interested in creating meaningful connections between generations, we welcome you to get in touch with Gentle Presence.

We can discuss your community, your interests and whether the Intergenerational Program may be a suitable fit.