Learning Through

Intergenerational Practice
Generations Working Together

Acknowledgements Contents
With grateful thanks to the following people Introduction 3
who assisted in reading and commenting What is Intergenerational Practice? 3
on this booklet and resource pack:
What is Intergenerational Learning? 5
1. Edith McQuarrie, Education Scotland
Why is Intergenerational Learning Important? 7
2. Mary E. Scott, North Ayrshire Council
What are the benefits of Intergenerational 7
3. Stuart Clyde, The Community School of Learning?
Auchterarder
Where does this fit within a Scotland wide 8
4. Catriona Aird, John Wheatley College. context?
Learning in Scotland 9
Our grateful appreciation goes to all What is an Intergenerational Learning activity? 14
members (too numerous to mention) who
were members of the full Education Group Who participates in Intergenerational Learning? 16
which advised on the project as a whole, Planning activities including formal 17
and the sub-groups consisting of the learning outcomes
Strategy Sub-Group, Education Sub-Group
Evaluation 19
and the Mapping Sub-Group.

Authored by Yvonne Coull, Consultant and

GWT Local Network Coordinator.

Our appreciation also goes to the following

projects for suppling photographs:
• Proseact nan Ealan, Western Isles
• Clark Community Choir, Edinburgh
• Scotland Reads, South Lanarkshire
Council
• Cooking Across Generations & Parlez
Vous, Volunteer Centre East Ayrshire
• Scottish Coastal Rowing Project, Troon
• Cool Computing for Couthie Customers,
Aberdeen.

2 Learning Through Intergenerational Practice

Introduction

Intergenerational practice covers a very wide What is Intergenerational Practice?

range of projects and activities which are
There are a number of definitions of
undertaken with the aim of bringing generations
intergenerational practice. The one used by
together. These might be undertaken for a
Generations Working Together quoted below
number of reasons: general interest; with a
was developed by the Beth Johnson Foundation,
specific objective in mind; to address an issue or
Centre for Intergenerational Practice:
conflict or support differing generations, to name
www.centreforip.org.uk
just a few. However, all projects and activities will
provide a vehicle for generations to interact and
This is a widely recognised definition, easily
become engaged in the issue or activity together.
understood and can be broken down into its
Many will, intentionally or unintentionally, provide
component parts.
learning opportunities.
“Intergenerational practice aims to bring people
Generations Working Together (GWT) aims to
together in purposeful, mutually beneficial
support and develop Intergenerational Practice
activities which promote greater understanding
throughout educational establishments, youth and
and respect between generations and contribute
community groups in Scotland in order to reduce
to building more cohesive communities.”
age stereotyping, improve community cohesion
and encourage lifelong learning. Working in a
• Brings people together in purposeful mutually
Scottish policy context GWT offers support to:
beneficial activity.
local authorities, schools, college and universities
to incorporate intergenerational practice into their • Promotes greater understanding and respect
learning strategies. between generations.
• Contributes to building more cohesive
The purpose of this booklet is to highlight communities.
“intergenerational learning” as a component of
intergenerational practice covering learning at It also helps build social capital. Social capital
any age. Areas of interest are signposted by describes the pattern and intensity of networks
links so that practitioners can pursue topics among people and the shared values which
if they wish. Generations Working Together arise from those networks. Greater interaction
seeks to encourage practitioners to undertake between people generates a greater sense of
intergenerational practice with specific learning community spirit. Definitions of social capital
aims and outcomes or to recognise that the vary, but the main aspects include citizenship,
intergenerational project they are undertaking, ‘neighbourliness’, social networks and civic
may include some learning outcomes. participation. 

Further information on the topic can be found below:

Connecting Generations – A Guide to Best Practice
www.goo.gl/pzzW62
Guide of Ideas for Planning and Implementing Intergenerational Projects Together
www.goo.gl/NzrUyo

generationsworkingtogether 3
Generations Working Together

There are a number of principles of intergenerational practice which should be taken into
account when adopting an intergenerational approach.

Mutual and Reciprocal Benefit Culturally Grounded

All participating generations should gain benefit. The needs context and attitudes of cultures differ
widely. An approach adopted in one area may
not work or be relevant in another due to these
differences.

Participatory Strengthens Community Bonds and Promotes

The participants should be fully involved Active Citizenship
in shaping the activity and feel a sense of Engagement across the generations to
ownership - connecting the generations. emphasise positive connections with the aim of
building stronger, better connected communities
with increased social capital and citizenship.

Asset Based Challenge Ageism

Build on strengths for success, understanding Both young and old are victims of ageism.
and mutual respect. Meeting each other means that they can explore
who they really are and what they have to gain
from each other.

Well Planned Cross-disciplinary or Inter-disciplinary

Attempt to create positive changes which are an Broaden the experience of professionals to
addition to naturally occurring processes. become more involved in working in an inclusive
way and to think much more broadly about how
they undertake their work.

Within any intergenerational project it is likely that

learning will take place across the generations
and that learning outcomes will differ depending
upon who is involved. The learning outcomes for
each generation may not have been recorded or
captured. Examples of intergenerational projects
and activities are available on page 8.

4 Learning Through Intergenerational Practice

What is Intergenerational Learning?

In the context in which GWT is promoting ageing societies. IL is one way of addressing
intergenerational learning, the definition is as the significant demographic change we are
follows: experiencing across Europe and is a way of
enhancing intergenerational solidarity through
Intergenerational Learning occurs when intergenerational practice (IP).”
intergenerational projects or activities are
purposefully planned to include one, or several, The European Network of Intergenerational
learning aims and outcomes across the Learning (ENIL) defines IL as:
generations, i.e. both sides learning from or with
each other, to gain skills, values and knowledge. “A learning partnership based on reciprocity and
mutuality involving people of different ages where
This learning could take place in a formal, non- the generations work together to gain skills,
formal or informal setting but one or more of the values and knowledge”.
primary aims would include an intergenerational
learning outcome. True intergenerational learning has learning
outcomes for each generation. Youngsters
The overarching principle for undertaking the teaching older people how to use smart phones
project or activity must be the purposeful bringing may be learning how to instruct, how to relate to
together of generations to promote greater older people, learning how to listen.
understanding and respect and the element of
building more cohesive communities. These outcomes may not be recorded but they
contribute to building confidence and a sense of
The above principles of intergenerational practice responsibility, essential attributes at the core of
apply; however, the following principle should Curriculum for Excellence (CfE).
be additional to the intergenerational learning
project. There are three types of learning: Non-Formal;
Informal and Formal Learning. Informal and
The activity or project should be purposefully non-formal learning can be easily recognised
planned to contain a learning outcome (s) which e.g. when parents or grandparents help children
can be identified as having a clear benefit to with their reading or writing (informal); adult
each generation involved. education classes for pleasure (non-formal).
Formal learning is where planned activities result
There are also two European definitions of in achieving set objectives for each generation
intergenerational learning which you may also involved. Formal intergenerational learning differs
find helpful. Intergenerational Learning (IL) is from everyday activity between generations
defined by the European Map of Intergenerational where learning may take place but is not a
Learning (EMIL) as: specific aim of the activity.

“The way that people of all ages can learn

together and from each other. IL is an important
Learning
part of Lifelong Learning, where the generations
work together to gain skills, values and
knowledge. Beyond the transfer of knowledge,
IL fosters reciprocal learning relationships Non Formal Informal Formal
between different generations and helps to
Learning Learning Learning
develop social capital and social cohesion in our

generationsworkingtogether 5
Generations Working Together

Intergenerational activities across all learning

settings should be purposefully planned to
include learning outcomes which will have a
direct impact or benefit to all those involved.
Learning outcomes cover: knowledge and
understanding; intellectual skills; practical skills;
key/transferable skills and within intergenerational
projects might include the following:
• Increased understanding within and between
generations i.e. recognising the needs of
others;
• Improved communication and interpersonal
skills;
• Increased knowledge of practical skills.
• Interactions between the work environment
and the learning environment to increase
knowledge and understanding.
• An understanding and awareness of local/
wider environment.
• Participation in political, social, economic and • To produce a piece of work (drawing/text)
cultural life while being responsible citizens. showing the importance of the link between
generations to jointly construct a society
• To learn how to articulate a personal where coexistence is better.
experience and social observation in oral and
written forms. Learning outcomes in a formal setting will relate
• To learn about history as a living, ongoing to learning experiences and outcomes in CfE
process. or at the level of the learning as indicated by
the Scottish Credit Qualifications Framework
• To learn how to develop and document the
(SCQF) level. The experiences and outcomes
results of an intergenerational exchange.
are an essential component of Curriculum for
• To talk freely and pleasantly about solidarity Excellence and apply wherever learning is
between generations. planned. They signpost progression in learning
• To break down intergenerational stereotypes and set challenging standards that will equip
and bring different generations closer young people to meet the challenges of the 21st
together. century.

Further information on the topic can be found below:

Map of Intergenerational Learning - www.emil-network.eu/
European Network for Intergenerational Learning - www.enilnet.eu/
Intergenerational Place-based Education where schools, communities and nature meet
www.goo.gl/Mgq5wR
SCQF Level Descriptors – www.goo.gl/LRvO4A

6 Learning Through Intergenerational Practice

Why is Intergenerational Learning Important?
Due to changing demographics and greater This can work between generations too.
mobility within families, generations are becoming Capturing this experience through evaluation for
increasingly isolated from each other and both each generation involved can show learning on
younger and older groups can become victims of both sides. While there can be large gains from
stereotyping and discrimination. Younger adults such learning, by planning intergenerational
may no longer have the immediate support of learning outcomes into activities, the benefits can
their family for everyday decisions, and those be even greater.
later in life no longer have access to family for
support during the ageing process. Both groups
Further information on the above topic can
are statistically more likely to be subject to
be found below:
inequality, disadvantage and misrepresentation
(or under-representation) and both groups have Learning for Active Ageing and
commonalities which, often neither side see. Intergenerational Learning –
www.goo.gl/M7PfNq
When children encounter new concepts through
interaction with others, these concepts and ideas
are conceptualised into their understanding.

What are the Benefits of

Intergenerational Learning?
For youth and children it can improve academic The following are the main reasons why
performance and older adults can learn new intergenerational practice should take place:
information and technologies. In general, the
breadth and depth of learning improves. Culture, • Recreates the links between generations
values and traditions can be passed on. Due to and makes it possible to promote
the age diversity, the learning is rich in information intergenerational understanding and
and experiences. Generations working together respect.
stimulate the creative processes and open up the
• It can contribute to the development of
exploration of ideas.
individual competencies for a more inclusive
society.
Intergenerational learning develops mutual
learning relationships between different • Fostering intergenerational dialogue
generations and helps to develop social capital encourages collaboration: generations learn
and social cohesion. Each generation learns from each other.
about the other and gains a better understanding • Intergenerational exchange significantly
of the other generations’ strengths, fears, and fosters solidarity, active citizenship and
weaknesses. Each generation has resources personal development, and can strengthen
which are of value to the other and share areas teaching quality.
of concern which aids in providing a sense of
empowerment.

Further information on the above topic can be found below:

Intergenerational Learning Changes Learning, Changes Lives – www.goo.gl/katX9c

generationsworkingtogether 7
Generations Working Together

Where Does This Fit Within a

Scotland Wide Context?
The Scottish Government has stated that it will Scottish Government’s five Strategic Objectives*
offer learning opportunities through life and this it can be seen that intergenerational practice
aligns with one of the main strategic objectives improves social capital and can contribute to all
– creating a Smarter Scotland. However, when objectives as stated in the following table.
looking at both National Outcomes* and the

A link to the case studies listed in the table can be found at

http://generationsworkingtogether.org/networks/case-studies/

Strategic Description Examples of

or National Intergenerational
Priority Projects
Social Social cohesion brings people together from different backgrounds and ICT Community Project
Cohesion promotes development of communities where diversity is valued and Clark Community Choir
individuals share a sense of belonging and work together to make their Intergenerational
area a better place. Allotment
Wealthier and Supports activities that address inequalities and enhance skills, SILVER
Fairer employability and job opportunities. It builds on the characteristics of Parlez Vous
solidarity, cohesion and sustainability to ensure that all of Scotland has an Deaf Awareness Project
opportunity to flourish.
Smarter A focus on improving literacy, numeracy and attainment and on raising Cool Computing for
and realising ambition for all. Couthie Customers
Paired Reading
Knitting Mania
Scotland Reads
Healthier Will enable people to live longer and healthier lives. The Government Falls Prevention
would like to ensure that children have the best possible start in life and Get to know your Techno
provide everybody with high quality care when they need it. Balerno Walking Project
Safer & Aims to help local communities to flourish and become stronger, safer Cum Ageen dus Welcome
Stronger places to live. It endeavours to build strong individuals, families and Working Rite
communities by offering improved opportunities and a better quality of
life.
Greener Supports the sustainable use and enjoyment of Scotland’s natural Intergenerational
and built environment. It also underpins much of Scotland’s wealth Allotment
creation. Focus on the responsibility to protect and enhance Scotland’s Generations Growing
environment for future generations, redeploying expertise and Together
strengthening communities to develop economic opportunities based on
renewable resources.

When planning to undertake an intergenerational Agenda; Dementia Strategy; Towards a Mentally

project or activity in a formal setting it may be Flourishing Scotland (mental health strategy)
useful to consider how it aligns with local or or reducing health inequalities. This alignment
national priorities. This may include for example may assist in setting aims and outcomes for the
the Local Authority Single Outcome Agreement project or activity.
(SOA), CfE, the Scottish Government’s Lifelong
*National Outcomes: www.goo.gl/mLyTha
Learning Strategy or Skills for Scotland. Equally,
*Strategic objectives: www.goo.gl/LcLoiJ
the priority might be the Reshaping Care

8 Learning Through Intergenerational Practice

Learning in Scotland

CfE is firmly focused on the learner and

opportunities to develop skills may be offered
in different ways appropriate to learners’ needs.
CfE can best be delivered through partnership
working where learning experiences and
outcomes are planned and delivered together.
Personal progressions skills are signposted in the
Experiences and Outcomes and ensure that the
learner progresses through the levels, building
upon and extending skills developed at previous
levels.

The curriculum includes all of the experiences

which are planned for children and young people
through their education, wherever they are being
educated. These experiences are grouped into
four categories.

• Curriculum areas and subjects 

The curriculum areas are the organisers for
A Curriculum for Excellence covers the ages
setting out the experiences and outcomes.
of 3 through to 18. The purpose of Curriculum
Each area contributes to the four capacities.
for Excellence (www.goo.gl/qMfUxH) is
encapsulated in the four capacities with the aim • Interdisciplinary learning 
of enabling each child or young person to be: How the curriculum should include space for
learning beyond and between subjects.
1. A successful learner
• Ethos and life of the school 
2. A confident individual
The starting point for learning is a positive 
3. A responsible citizen and ethos and climate of respect and trust based
4. An effective contributor. upon shared values across the school
community.
The skills that children build upon should provide • Opportunities for personal achievement 
them with a sound basis for their development as Pupils need opportunities for achievements
lifelong learners in their adult, social and working both in the classroom and beyond, giving
lives, enabling them to reach their full potential. It them a sense of satisfaction and building
can be seen that the skills encompassed through motivation, resilience and confidence.
intergenerational learning include those in CfE,
skills for learning, skills for life, skills for work.
Added to this, because children learn through
1. Personal and learning skills. all of their experiences - in the family and
2. Literacy and numeracy. community, pre-school centre, nursery and
school - the curriculum aims to recognise
3. Core skills of: communication; numeracy; and complement the contributions that these
problem solving; information technology and experiences can make. It can be seen therefore
working with others. that intergenerational practice not only fits with
4. Vocational skills. curriculum areas and subjects, but with all four
categories.

generationsworkingtogether 9
Generations Working Together

Intergenerational practice can be a highly Young people recognise the value there is in
effective tool for promoting Wider Achievement. being stretched and challenged to work with
Through volunteering and community-working others in settings that differ from the traditional
with older generations, children and young classroom environment. Whilst this is something
people can gain skills for learning, life and they admit to finding daunting, ironically, it is also
work and take part in activities that could what they claim to enjoy most. Having benefited
contribute towards accredited awards such as from the practical experience of being involved in
Duke of Edinburgh, Dynamic Youth and Youth these very relevant learning experiences, young
Achievement. people are keen to consider ways in which these
can be expanded and developed to ensure they
Undertaking formal intergenerational learning will become part of life in school and not just a ‘one-
help the school in attaining external partnerships off’ opportunity for a small group of people for a
along with developing a coherent and inclusive short period of time.
curriculum. Intergenerational activities should Older people report that they learn a great deal
be developed and become embedded within about the younger generation and that they have
the school, ensuring that the ethos and life of the less fear of younger people. They learn that they
school as a community benefits all. can still have a purpose in life and that they have
positive transferable skills which are of use to the
Intergenerational activities can cover any of younger generation.
the learning areas within the curriculum.
It is clear that ‘generations working together’ by
Expressive arts Health and well-being the very definition, needs to be built around the
Languages Mathematics 7 design principles set out in CfE: challenge
and enjoyment; breadth; progression; depth;
Religious and moral Science personalisation and choice; coherence and
education relevance – if it is to fulfil its purpose.
There is a colourful explanation of the learner
All these topics can be covered in a broad range journey available at: www.goo.gl/fJM16b
of contexts between generations and within
numerous settings: in school or community; in
the workplace; with colleges or universities; in
outdoor settings and beyond. There is also wide
scope for cross curricular projects or activities
while at the same time meeting the needs of
young people, working between the generations
and developing partnerships. This will lead to
interdisciplinary learning.

It has been reported that when young people

have completed a project or activity where
generations work together as part of the school
experience, they are explicitly clear about the
fact that there are very real learning outcomes for
them and also for the older people involved. They
particularly value the fact that they have a say on
the themes chosen, how the project developed
and how it progresses.

10 Learning Through Intergenerational Practice

Colleges and Universities
Colleges and Universities take forward the core It is recognised that CfE will create new
elements and skills of CfE which are: expectations and will have implications for
• personal and learning skills that enable transitions between school and further learning.
individuals to become effective lifelong Essential Skills in Scotland’s Colleges
learners evaluates the role that colleges play in taking
• literacy and numeracy forward key skills that have been gained through
• the five core skills of communication, CfE. Read more at: www.goo.gl/n2vqYS
numeracy, problem solving, information and
communication technology and working with The contribution of this part of the post-16
others education system ranges from engagement with
some of our most disadvantaged young people
• employability skills that prepare individuals
and adults as they embark on the journey into
for employment rather than for a specific
sustainable employment through to meeting
occupation
the current and future skills of a substantial
• essential skills that include all of those above proportion of our employer base and workforce.
and This is an area where intergenerational practice
• vocational skills that are specific to a has been shown to be very effective through
particular occupation or sector mentoring, providing effective support and
learning opportunities.
As part of the Strategic Objective ‘Smarter’, the
Scottish Government published their strategy The Scottish Funding Council Strategy
for post 16 education, Putting Learners at the (www.sfc.ac.uk/corporateplan) sets out how
Centre: Delivering our ambitions for post 16 changes are going to be made and how the
education www.goo.gl/6jfpMF role of colleges and universities will change
to outcomes for learners, employers and the
This document sets out the reforms of post economy.
16 education and (through Opportunities for
All) states that all post 16 year olds should As with CfE, vital for the development of colleges
have a place in the education system which is and universities will be:
appropriate for their needs and circumstances. • partnership working - there should be a
Within these reforms, and subsequent significant shift towards learners and local
legislation, emphasis is placed on planning for communities;
community learning and development (CLD)
in each local authority area. These reforms • a move towards a networked approach
also look for greater integration and movement which will support local and economic
between higher education institutions. Those in growth. A wide range of public, private and
intergenerational practice are in an ideal position third sector providers play a critical role in
to be able to assist with this reform through meeting Scotland’s labour market needs and
intergenerational project work. responding quickly to changing priorities.

Further information on these topics may be found by following the links below:
Beyond the Senior Phase University Engagement with the Curriculum for Excellence
www.goo.gl/S63kQb
Delivering for Scotland: University outcome Agreements 2012-2013 – www.goo.gl/ImfXAN

generationsworkingtogether 11
Generations Working Together

Community Learning and Development

Community Learning and Development (CLD)
covers a wide range of educational activities,
provides opportunities for learners, families and
adults and aims to strengthen communities. It is
often delivered in partnership with educational
establishments but can be delivered by local
authority services, third sector organisations or
volunteers.

CLD contributes positively to the delivery of many

Scottish Government policies and these are
highlighted in the CLD Strategic Guidance for
Community Planning Partnerships (CPPs) at
www.goo.gl/0VFjxA

Improving the life chances of young people in

Scotland is a major priority. The CLD strategic interventions to achieve their potential. Often,
guidance has an increased focus on early these learners find the reason for learning
intervention and prevention, family learning, becomes much clearer to them through the
and post-16 provision. CLD supports learning contexts and relevance that come from CLD.
which begins at birth and continues throughout
people’s lives. Therefore, it is promoting the Intergenerational learning can build on these
implementation of the Scottish Government’s fundamental principles bringing added value
education and lifelong learning strategy. and a sense of purpose along with the sense of
community. COSLA and the Scottish Government
CLD programmes and activities take place have stated that working in partnership yields
in community and educational settings and better outcomes when looking to ‘Work and
bring important contexts and experiences to Learn Together to Build Stronger Communities’
learning. These play a particularly valuable and that it is important to embed links with
role in promoting and enhancing learners’ Community Planning Partnerships. They state
achievement and in making it relevant to that maintaining and building the involvement of
lifelong learning. Through this, CLD contributes communities in decision making (not only of CLD
directly to the purposes of CfE, and supports but more widely) should be a priority. It can be
learning that is important in developing skills for clearly seen then, that intergenerational learning
learning, life and work. By working together in has a significant part to play in schools’ (and
partnership, services, agencies and educational other educational establishments’) participation in
establishments increase significantly the life Lifelong Learning and CfE.
chances for learners who may need different

Further information on these topics may be found by following the links below:
Think Community. An exploration of the links between intergenerational practice and informal
adult learning – http://shop.niace.org.uk/thinkcommunity.html

12 Learning Through Intergenerational Practice

Lifelong Learning
Lifelong Learning covers the areas of work
based learning, learning while at work and post
work learning. This may be in a formal, non-
formal or informal setting as noted earlier.
The former two are either based in the
workplace or take place in an educational
establishment usually part time, perhaps full
time, distance learning or in the evenings
too. This area can greatly benefit from the
practice of intergenerational learning through
peer support and mentoring. This form of
learning is about investing in the capabilities
of employees. By the incorporation of
intergenerational learning the knowledge and
skills of older, more experienced employees
can be utilised, giving them an insight into
younger generations and new ways of thinking
and communicating.

Post work learning may fall under the auspices

of CLD but not always. Many retired people
go back to education to undertake Highers
or even a degree, as they did not have the
opportunity or time when they were younger.
Post work learning, particularly non formal
learning such as evening classes for interest,
plays a vital role in the health and well-being of
older adults perhaps, in some circumstances,
keeping depression and loneliness at bay. It
can be seen that intergenerational learning
activities here can form an essential part in
reducing isolation and prejudice, helping to
build social capital and cohesion.

Further information on these topics may be found by following the links below:
Intergenerational Learning and Education in Later Life - www.goo.gl/BGkyZX
Why we need to foster Intergenerational learning? - www.goo.gl/5Un5x9
Eagle – European Approaches to Intergenerational Lifelong Learning - www.goo.gl/TOATBp
The Lifelong Learning Strategy for Scotland – www.goo.gl/XBUEK3

generationsworkingtogether 13
Generations Working Together

What is an Intergenerational
Learning Activity?

Noted below are two intergenerational learning projects which can be viewed in more detail along
with others at: http://generationsworkingtogether.org/networks/case-studies/

1. Cool Computing for Couthie Customers

Aberdeenshire Libraries provide ICT support to customers seeking to learn how to utilise digital
technologies. As demand had exceeded what the support staff could provide during core time,
the service investigated the possibility of training senior pupils from local schools to become ICT
mentors in order to manage and maintain the ICT learner waiting lists.

Providing the volunteering opportunity to senior pupils meant they would acquire new skills such
as communication, organisation, planning, time management as well as being responsible and
confident citizens making a valuable contribution to older adults within their local community.

The purpose was to reduce ICT waiting lists whilst bridging the digital divide across
Aberdeenshire by helping people who had no previous or limited IT skills become confident,
independent online information searchers.

The outcome for older people included becoming computer literate and being able to
independently access information online and communicate with family and friends using email
or social networking sites. There was the benefit of being able to shop, bank, communicate and
access information which enabled them to participate in the digital world and feel part of society.
They all thoroughly enjoyed learning/working alongside the young volunteers both sharing
stories with each other about what they had been doing since their last sessions. These learning
sessions not only provided the older adults with the opportunity to learn a new skill, they were
also a social outing where both young and old become friends.

The outcomes for younger people included becoming confident and effective tutors delivering
quality sessions to library learners. Young volunteers stated that the volunteering opportunity in
the library was unique to any other they had been involved in as they developed existing skills
and learned new ones. They said they felt valued and responsible as their learners were really
appreciative of them helping them with IT skills, at the same time they were aware they must
complete the relevant paperwork correctly and ensure their learner achieved their learning goal.
A number of volunteers said they were able to discuss in great depth their volunteering role in
both university applications and interviews, and believed their volunteering contributed to their
acceptance onto the degree courses for which they applied.

Within the community this project broke down stereotypes regarding age (both young and old)
which strengthened relationships between the local schools and older adults in the community.
The pupils taking part demonstrated that young people have good qualities and excellent skills
which they used to benefit the older adults in their local community.

14 Learning Through Intergenerational Practice

2. Troon Coastal Rowing Project
The Scottish Fisheries Museum is supporting an initiative to restart the intercommunity boat
building and rowing competitions that for many years were a strong feature of life in the coastal
communities of Scotland.
The Children and Community Directorate (Duke of Edinburgh’s Award Team) in South Ayrshire
are taking this project forward by promoting and developing this initiative in all our coastal
communities with schools and communities.

Boat building participants met every day Monday to Friday for 5 months.
All participants worked together to build a St Ayles Skiff which is a 22ft (wooden)
rowing skiff.

The outcomes for adults (who are mostly retired) working with school pupils and the project
has enabled them to reconnect with their young people in the local community, increased their
levels of confidence, self esteem and mental wellbeing. The joint work with young people has
encouraged adults to take a “buddy” role in supporting young people’s involvement in the
project, improving intergenerational links, understanding and respect. Interest in the project has
come from other agencies that are looking at the wider positive impacts in terms of mental health
and life skills benefits.

The outcomes for pupils have been the benefits of cross curricular work, gaining their Duke
of Edinburgh’s Award accreditation, learning new skills, working with others outwith the school
environment and the increase in their confidence, self-esteem and teamwork. Likewise, this
initiative has improved intergenerational links for young people too.

The interest in the project is increasing in Ayrshire communities with schools and community
groups visiting the Troon boat shed and making enquires about replicating the project.

The positive health and wellbeing results are very evident, with many of the older retired boat
builders very enthusiastic to turn up every day.

generationsworkingtogether 15
Generations Working Together

Who Participates in
Intergenerational Learning?

Many people think of intergenerational learning when it is possible to become a parent, the
activities as being between grandparents and grandparent/grandchild divide, or something
grandchildren (which it can be) however, most around 20 years. There is no right response to
teacher/pupil, leader/scout or youth group this question but researchers take a generation
member relationships are also intergenerational. to be 25 years. This is because in that time
they can see a significant difference in people’s
Anyone can participate in an intergenerational tastes in clothes, music, fashion trends and other
project, but it must be remembered that the similar social habits. What this means for an
principles must be adhered to in order for the full intergenerational project is that the generations
benefit of intergenerational practice to be gained, working together could be 10 and 35; 25 and
i.e. mutual and reciprocal benefit, participatory 50 or 55 and 80. Combinations of these ages
and strengthening community bonds. are also acceptable, e.g.12 and 55, along with
multigenerational activities which include a
The question may arise as to ‘what is a number of generations.
generation?’ For many people this could be

16 Learning Through Intergenerational Practice

Planning Activities Including Formal
Learning Outcomes
Many intergenerational activities take place on
a regular basis but, although carefully thought
through, the formal planning processes are not
captured. For those coming to this area for the
first time the following information should help in
the formal planning process.

Decide on the aims and then the learning

outcomes and ask the following questions:
• Who are our partners?
• Who are our learners, from which
generations?
• What do we want our learners from each
generation to achieve?
• What are the learning opportunities that will
be provided?
• How will we evaluate it?

Remember that learning outcomes should be

SMART – specific, measurable, achievable,
realistic and time limited – in order to be
evaluated.

Capitalise on what is already available in the

local community, there is no need to look meetings so that all involved understand the
very far afield when planning activities. When basic principles of intergenerational practice
looking for inspiration, go to the case studies and see what others are doing in their
on the Generations Working Together web site. projects.
Many practitioners have read a case study and 2. Involve participants in planning and designing
realised that they can adapt the project to work the project or activity, this creates a sense of
in their own environment. There are many local ownership and provides mutual reciprocal
organisations, employers and groups who will be benefits. Make a small sub group if necessary
happy to become involved, just contact them. so that planning can actually take place.
Be prepared that in some instances planning Some people may not want to take part in the
may take a little time due to avoiding such things project when they find out what is involved.
as exam timetables, holidays, and the end of the Alternatively, others may join at a later date
financial year! and need to be ‘brought up to speed.’ This
should be a participatory process with no one
Below are a number of helpful points which have group or person dominating.
been collected from those who have undertaken
3. Identify learning outcomes and shared
intergenerational projects.
priorities. There may be other outcomes and
1. Generations Working Together local networks priorities important to groups or educational
can provide inspiration, support and establishments, not just learning outcomes.
guidance. Why not take all partners along to

generationsworkingtogether 17
Generations Working Together

4. Identify someone who is going to lead children and grandparents, university

– this could be a volunteer or even two students and older adults in sheltered
people rather than just one person. Also, housing, newly retired and very frail older
identify key people within all groups and adults, but may also be multigenerational
organisations involved, someone who can i.e. including members from a number of
take responsibility for making things happen. generations. Remember older people are not
Remember not everyone will be able to attend one homogenous group.
all meetings and a key contact can be crucial
9. There are a number of circumstances
in moving things forward.
where additional or special planning may
5. Take time to prepare all parties and include be required. For example, when including
them in discussions before the project or those with dementia, hearing or vision loss
activity starts. This allows for: discussion or for example with ethnic minority groups a
about fears; queries to be answered; enables translator may be required, or someone from
discussion around differing needs and that ethnic minority community who is part of
support. For example, the question of how your planning group and can lead or facilitate
the older people are going to travel from their the activity. Alternatively, it may be a conflict
care home to a community venue. situation where one group will not enter the
‘territory’ of another in a local area.
6. It may be necessary to hold separate
meetings with the different groups involved 10. Disclosure is not difficult and should not be a
before bringing everyone together. This problem. There are many people/resources
is important where there is potential or who can assist with queries: An Introduction
perceived conflict between groups and can to the protection of Vulnerable Groups;
have implications for timescales. Disclosure Scotland or the Central Registered
Body in Scotland (CRBS).
7. Think about sustainability from the start and
think about the effect or consequences that 11. When the project is over ask yourself the
will result by the project finishing. question – Can this partnership flourish in
other projects?
8. Groups involved may have a clear
intergenerational divide e.g. primary school

Further information can be found below:

Invitation to Intergenerational Immersion - www.youtube.com/watch?v=yIVZ41KVasM or
www.goo.gl/5zxr49
Beth Johnson Foundation Resources - www.centreforip.org.uk/resources/toolkits-and-guides
Generations United - www.gu.org/RESOURCES/LearningActivities.aspx
Adding Quality to Life through intergenerational learning through universities – www.goo.gl/4UIQq8
National Standards for Community Engagement - www.scdc.org.uk/what/national-standards/
An Introduction to the Protection of Vulnerable Groups (PVG) – www.goo.gl/gXkwjE
Disclosure Scotland - www.disclosurescotland.co.uk/
CRBS – www.crbs.org.uk/

18 Learning Through Intergenerational Practice

Evaluation

Evaluation is something we do all the time when

we look back on activities and does not have
to be an onerous time consuming process.
Evaluation of the intergenerational project or
activity should not be a separate item but part
of ongoing evaluative work, incorporated into
whatever system is currently being used.
We tend to do it, in particular, when something
goes wrong, but we also need to do it when
activities go well. It can be very simple to record
using post-it notes and asking participants to
write down something they know now that they
did not know before starting the project, or it
can be an element of a formal tool such as ‘How
Good is our School?’ or ’How Good is our CLD?’

Talking, listening and reporting the effect

intergenerational learning has had within the
school or community is often anecdotal. However, through recording elements of the evaluative
evaluation should be built into the work so that process.
when planning for the future, decisions can be
made on what to support, what needs changed In order for the learning to become embedded
and what has been successful. It also answers in the curriculum or learning objective, it is
the question ‘why are you doing this?’; learning important to evaluate against the aims and
outcomes and benefits are recorded and can outcomes of the learning project – this means that
be clearly seen. Evaluation needs to cover all you have to set the learning aims and outcomes
generations involved, not just those within the before you start! It is always important that the
educational establishment. In some cases the journey from start to finish is recorded and you
evaluative process should begin before the know the starting point of learners.
project in order to establish ‘where are we now’
and the effects of change can be measured. A quick round of questions on day one about
expectations and current knowledge is a good
Be careful, often people describe the work place to start. Remember, at the end to revisit
undertaken but do not discuss the difference that these expectations to see if they have been
it has made. This difference becomes evident fulfilled.

Further information on the helpful points can be found below:

Generations Working Together – http://generationsworkingtogether.org/resources/evaluation/
How do you know intergenerational Practice Works & Evaluating Intergenerational Projects are
both resources from Beth Johnson Foundation - www.centreforip.org.uk/resources
Evaluate Support Scotland - www.evaluationsupportscotland.org.uk/
Education Scotland - www.educationscotland.gov.uk/
Evaluating Community Projects - www.jrf.org.uk/system/files/1859354157.pdf

generationsworkingtogether 19
www.generationsworkingtogether.org
Generations Working Together,
3rd Floor, Brunswick House, 51 Wilson Street, Glasgow, G1 1UZ
Tel. 0141 559 5024 Email: office@generationsworkingtogether.org

Generations Working Together is managed by Scottish Mentoring Network,

a charity registered in Scotland SC037677