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Teacher’s Guide

Version dated: V1. 29.07.16. Public School HC Number: 15748 of 28

Acknowledgements

Kids 4 Dementia has been funded by the Dementia Collaborative Research Centre as part of an

Australian Government Initiative.

Kids 4 Dementia was developed by Dr Jess Baker, a Lecturer in Psychiatry at the University of New

South Wales (UNSW), in partnership with a team of teachers, children, people with dementia and

academic experts. It is evidence-based and founded in current literature and findings from focus

groups with 49 children in the community, people with dementia and their relatives.

Special thanks to the Advisory Committee

Associate Professor Belinda Goodenough (UNSW)

Associate Professor Lee-Fay Low (University of Sydney)

Professor Yun-Hee Jeon (University of Sydney)

Ms Laura Richards (Randwick Public School)

Ms Karen Hutchinson (University of Sydney)

Ms Christine Bryden (Alzheimer’s Australia Queensland)

Thanks also to

All the children, parents, and grandparents who contributed to the project

Dr Teresa Atkinson (University of Worcester) for her expert input from the Dementia 4 Schools project,

UK

Dr Nicole Kochan (UNSW) for her expert review on the interactive brain and quiz

Dr Karen Mather (UNSW) for her expert review on the Genetics “Special Note”

Alzheimer’s Australia NSW, especially Ms Sarah Price and Mr Andrew Mills, for their collaboration on

Modules 6 and 7

Dr Jessica Belcher (UNSW) for her research assistance

Version dated: V1. 29.07.16. Public School HC Number: 15748 of 28

Why is it so important to get dementia education in schools?

A third of young people know someone living with dementia. With the number of Australians living with dementia expected to triple to 900,000 by 2050, most of today’s youths will come to know or meet someone with the condition.

Two thirds of children tell us that they would like to help someone with dementia but that a lack of understanding could be holding them back.

The stigma experienced by people living with dementia is real and common. Over 55% of children believe that if people knew more about dementia life would be better for those with the condition.

Program Strengths

The program is evidence-based. It is founded in current literature and findings from focus groups with children, with people with dementia and their relatives.

The program has been developed by a team of teachers, children, people with dementia, and academic experts.

It is purposefully designed to fit with school Stage 3 PDHPE (NSW), English and Science Skills and Knowledge and Understanding Outcomes

We know that teachers are busy. Thus the only prep that you may have to do is print worksheets before class.

We also know that teachers have complex schedules. Thus, there is no order to the modules; you are free to pick and choose which module you would like to use when.

It is free. You will need to print some worksheets, but apart from that, no other resources are required.

The program aligns with the NSW Quality Teaching Framework and Melbourne Declaration on Educational Goals for Young Australians.

A research team member will be available to support you with any questions that arise during your school’s involvement.

Welcome to the Kids4Dementia Education Program!

Introduction

Dementia is one of the biggest health problems facing Australia and the globe today. By 2050, 900,000 Australians will be living with the condition. The stigma experienced by people with dementia is real, common, and often devastating. Kids4Dementia is focused on tackling this stigma by changing attitudes at a generational level - creating positive attitudes amongst today’s children. Through an engaging story, using animation, real-life videos and many fun activities, Year 5 and 6 students will learn that a person with dementia is “still a person”, and not someone to fear, laugh at or ignore. Children are our future citizens. They will grow up to be doctors, teachers and leaders of tomorrow. Educating the next generation about dementia is the foundation to a dementia-friendly society.

VISION: A dementia-friendly society; a society where people with dementia are recognised as valued

citizens and supported to remain meaningfully engaged with the community and in daily life.

MISSION: To increase awareness and understanding of dementia

GOAL: To successfully deliver a message that de-stigmatises and raises awareness and understanding in youth of dementia

We hope that your class will have fun learning about dementia through the engaging animated story of Ollie a 10-year old boy, Ruby his 12-year-old sister, and their Pops - who they have noticed is starting to act a little differently than usual. The program also features videos of people with dementia and child relatives of people with dementia talking candidly about the condition.

Version dated: V5 22.10.15 HC Number: 15748 of 28

Table 1. Kids 4 Dementia Education Program Overview: The program consists of seven short modules. Each module is accompanied by a class activity.

*Possible to do as homework. # Recommended time. Note: COS3.3 – Communicating; DMS3.2 – Decision-making; INS3.3 – Interacting; PSS3.5 – Problem-solving; ALS3.6 – Active Lifestyle; GDS3.9 – Growth and Development; IRS3.11 – Interpersonal Relationships; PHS3.12 – Personal Health Choices.

Module Format Mins# Activity Mins# PDHPE (NSW) Skills Outcomes

PDHPE (NSW) Knowledge and Understanding

Outcomes

Other Curricula Outcomes

Total Time (Mins#)

M1: What is dementia?

Animation: Ollie and Ruby try to work out why Pops is acting

strange, and discover that he has dementia

3 + 5min discuss

Class discussion Questions

15 - COS3.3 - INS3.3 - PSS3.5

- GDS3.9 - IRS3.11

English: - EN3-1A - EN3-7C - EN3-8D

23

M2: What can we do?

Animation: Ollie works out how best to interact and help Pop,

despite the frustrations sometimes

3 Think-Pair-Share problem-solving scenarios

10 - COS3.3 - DMS3.2 - INS3.3 - PSS3.5

- IRS3.11 English: - EN3-1A - EN3-7C - EN3-8D

13

M3: What happens in nursing homes?

Animation: Ollie learns how to make visits to Pops in the

nursing home much more fun.

3 Activity ideas worksheet*

15 - COS3.3 - PSS3.5

- IRS3.11 18

M4: What causes dementia?

Animation: A short overview of what dementia is and how it

affects the different parts of the brain

3 Online Interactive brain with quiz

20 - COS3.3 - PSS3.5

- GDS3.9 Science: - ST3-1VA - ST3-2VA

23

M5: How can we keep our brains healthy?

Animation: Ruby illustrates five ways that we can keep our

brains healthy.

4 Poster * 20 - COS3.3 - DMS3.2 - PSS3.5

- ALS3.6 - PHS3.12

24

M6: How does it feel to have dementia?

Adult real-life videos: People with dementia tell us what

annoys them most about living with dementia; and what they would like people to know about dementia.

3 Communicating a Message role-play briefs

15 - COS3.3 - INS3.3 - PSS3.5

- GDS3.9 - IRS3.11

English: - EN3-1A - EN3-7C - EN3-8D

18

M7: How does it feel for the family?

Child real-life videos: Children with a father or grandparent

with dementia talk about what it is liked to have loved one with dementia, and how it feels for them.

2 x 3min videos

Letter or Poem Worksheet*

20 - COS3.3 - INS3.3

- GDS3.9 - IRS3.11

English: - EN3-1A - EN3-2A - EN3-7C - EN3-8D

26

Total 145

Version dated: V1. 29.07.16 - Public HC Number: 15748 of 28

How does the program work?

The program consists of seven short modules.

The program must start with the introductory module: “M1: What is Dementia?” After that, you

can choose the order of modules - the modules are numbered only for ease of use, and not to

specify a particular order.

Each module must be followed by the accompanying activity, either within class or to complete as

homework (if possible). All of the activities are paper-based, except for M4: What Causes

Dementia?”, which is an online interactive brain and quiz.

The time specified for each module (see Table 1) is the recommended time - you are welcome to

spend more time on the activity.

We ask you to deliver at least five of the seven modules (you can, and we encourage you to do all

seven if you have time). In addition to the mandatory introductory module “What is dementia?”

one of the five modules must include “How does it feel for the family?”

If you have no strong preference for a particular module, then we recommend the above two, plus

“What can we do?”; “What happens in nursing home?”; and “How does it feel to have dementia?”

The education program concludes when at least five modules have been viewed, and each

accompanying activity completed. At the end, we encourage you to award participating students

with the certificate provided (see Appendix).

How much time is required?

Prior to the program start, we ask you to obtain written parental consent for children to participate

in the program and complete the questionnaires (we provide the documentation).

Completion of five modules and activities will take between 100-115 minutes, i.e. approximately

four 25-30 minute classes; although some activities could be completed as homework and will

reduce class time.

The program is to be delivered over a minimum of four weeks and within one term. Spacing the

modules allows the children to reflect, consolidate and review the information learnt and thus

enable more effective and longer-lasting learning.

Students will complete two sets of questionnaires, once before the program and once after the

program, to evaluate whether Kids 4 Dementia improves knowledge and attitudes towards people

(20 - 30 mins per set).

Teachers record students’ completion of each module/activity and provide feedback on each

module (see the Student Record Sheet and Teacher Feedback Sheet at the end of this guide).

At the end of the education program, the research team may invite the teacher and a few students

to provide feedback on the program via an interview or focus group (between 20 – 60 minutes

duration).

What do I need?

The equipment to play animations/videos to a class.

Access to a printer to print the activities and worksheets


Helpful Telephone Number: National Dementia Helpline: 1800 100 500

Kids Helpline: 1800 55 1800

Who is the program for?

The program is targeted towards Year 5 and Year 6 classes; typically students aged between 10-12

years old.

Why learn about this at school, and not at home?

It is recommended that parents have conversations about dementia with their children. However,

parents may not initiate conversations about dementia because of limited time, low confidence in

their own dementia knowledge, or because they want to shield children from information about

health and disease.

Research shows that youth may show more favourable attitudes towards stigmatised others when

extra-familial rather than parental sources provide the information.

What will my Class Learn?

Your class will learn that dementia is:

• Common

• More than just memory loss; that it is diverse and different for everyone

• Unpredictable,

• Progressive, and that there is no cure yet

• Not contagious

• Not just an old person’s condition

• No-one’s fault

• Okay to talk about

• Life-changing for the family living alongside a loved one with dementia

Your class will learn that people with dementia:

• Are not someone to be afraid of or ignore

• Are still people, that they are still someone’s grandma or grandpa, or mum or dad

• Should be treated with respect and kindness

• Do not need a good memory to have a good time

Your class will also learn:

• How to best relate to a person with dementia; the importance of a smile and touch

• Activity suggestions for things to do with a person with dementia

• Ways to keep our brains healthy

• The different functions/parts of our brain

• The importance of aged care facilities and how visits can make them more fun

• Some simple genetics about dementia


Special notes

Why might social activity reduce our risk of developing dementia?

We are not sure why people who are socially active (e.g. meet with friends, are part of a social group,

go to family parties) have a slightly reduced risk of developing dementia. Research in this area is

ongoing. There are a few ideas as to why it might be so. For example, we use lots of different parts of

our brain when we are social; which of course, is good for the brain. Being social can also improve our

mood and our health, and both may be associated with a lower chance of developing dementia.

What about the genetics of dementia?

Many people with dementia fear that their condition may be passed on to their children. Family

members of people with dementia are sometimes concerned that they might be more likely to develop

dementia themselves. However, for most of the dementias, we still do not comprehensively

understand the contribution of genetics to the disease. The most common form of dementia is late-

onset Alzheimer’s disease (AD). Twin and family studies suggest that there is a genetic component to

this disease but also suggest that environmental factors play a role. The major genetic risk factor for

late-onset AD is a variant of the apolipoprotein E (APOE) gene. Although your risk may be increased for

late-onset AD if you have the APOE gene variant, known as APOE ε4, it does not mean that you will

definitely develop the disease. Researchers are identifying other genetic risk variants, but these variants

increase your risk by a much smaller amount compared to the APOE ε4 variant. Some forms of the less

common disease, younger-onset AD, are inherited. Individuals who have inherited these rare genetic

mutations will develop AD earlier in their life (before the age of 65). Vascular dementia is the second

most common form of dementia, and currently we know less about the genetics of this disease.

Genetics also plays a role in fronto-temporal dementia (FTD). Sometimes FTD can be common in

families and in a proportion of cases the disease is caused by an inherited single gene

mutation. However, we still do not understand the role of genetics in many FTD cases. There is lots of

research currently being conducted into the genetics of the different types of dementia. It’s important

to work out the answers, but for now what we know about preventing dementia is that we can do lots

ourselves to ensure that we have a healthy brain and body.

What about Sleep?

A healthy brain is linked to a healthy body – and a healthy lifestyle can help look after both. Getting

enough sleep, including not having disrupted sleep (such as waking in the night, or shift work) is part of

a healthy lifestyle. There is a lot of research looking at the relationship between sleep and dementia.

This is a complicated area because scientists are still working out a lot of things about why we sleep in

the first place. It is very early days but research seems to be suggesting that it is important to get

enough sleep - studies have shown a link between a higher risk of getting dementia and poor sleep

(deprivation or disruption). We don’t yet have information from long term studies to know whether the

risk is highest after many years of a poor sleep pattern or after a sudden change.


Table of Appendices

Appendix # Title Page #

1 Module 1. What is dementia? 9

2 Module 2. What can we do? 10

3 Module 3. What happens in nursing homes? 12 4 Module 4. What causes Dementia? 14

5 Module 5. How can we keep our brains healthy? 15

6 Module 6. How does it feel to have dementia? 17

7 Module 7. How does it feel for the family? 21 8 Kids 4 Dementia Question Board 23

9 Student Attendance Sheet 24

10 Teacher Feedback Sheet 26

11 Student Certificate of Awesomeness 28

Thank you for taking the time to read this Teacher’s Guide. Please do

not hesitate to contact us if you have any questions or concerns:

[email protected]

Module 1. Kids4Dementia Class Activity: What is dementia?

Version 1. 29.07.16 HC Number: 15748 of 28

Introductory Mandatory Module: What is Dementia?

Teacher’s Note:

Ollie and Ruby’s story may resonate with some children in your class. Here are some

questions to guide the discussion. Please use them as a guide, in that you do not have to ask

them all, or in any particular order. The discussion will likely also spark questions. We

recommend printing the “Kids 4 Dementia Question Board” in A3 size, and writing the

questions on this. As the questions get answered during the program, the children can

write an answer next to them. If a question remains unanswered at the end of the program,

please contact us ([email protected]), we would love to hear it and help you

answer it.

Suggested Time: 15 minutes

CLASS DISCUSSION

<Try to keep the focus on dementia, rather than on things like appearance>

? What did people think of the story? How do you feel about the story?

? What do people think about Pops? What did you like about Pops? What

did you dislike about Pops?

? Has anyone got a story similar to Ollie or Ruby?

? Have you ever met, or come across someone with dementia, or like Pops?

What were/are your thoughts or feelings then/now (and why)?

? What do you know, or have heard, about dementia?

There is a very small risk that some children may find the discussion upsetting. The

following telephone numbers may be useful:

National Dementia Helpline: 1800 100 500


Module 2. Kids4Dementia Class Activity: What can we do?

Version 1. 29.7. 16 HC Number: 15748 of 28

There is a very small risk that some children may find this activity upsetting. The




Module 2: What Can We Do?

Teacher’s Note: The animation shows Ollie getting upset with Pops initially for misplacing his boots, but then shows Ollie recognising that it is not Pop’s fault and apologising to Pops for getting upset. Ollie then tells Ruby about his creative ideas to support Pops to continue to play golf with his buddies. This aim of the activity is to encourage the students to think about how they might best support or interact with a person with dementia.


Icebreaker Questions (optional):

What do you think about how Ollie behaved towards his Pops in the video?

Do you think he could have behaved differently – might you have behaved differently?

This activity uses the Think-Pair-Share technique. Break the class into small groups and give them a scenario each to problem-solve (the “possible responses” are a guide for you, the teacher). More than one group can have the same scenario. After five minutes, bring the class back together to discuss their answers.

Possible Responses for SCENARIO 1:

- Try to help her, e.g. look up the bus times with her, talk to an adult - Try to reassure her - Smile

Possible responses for SCENARIO 2:

- Try to help him, e.g. offer to explain what the girl is asking or to try to help with the money.

- Be calm and patient - Smile

Possible responses for SCENARIO 3:

- Put pictures on the cupboards indicating where items are (i.e. cup, teabag) - Half prepare it, e.g. have hot water ready in a flask, put the teabag and sugar already

in the cup - Design a (written or picture) list of the order of steps

Module 2. Kids4Dementia Class Activity: What can we do?

Version 1. 29.7. 16 HC Number: 15748 of 28

CUT HERE to give to group: ---------------------------------------------------------------------------------------------------------------------------

SCENARIO 1: You are waiting for a bus and see an older lady waiting at the bus stop also. She knows that she wants to go to Jane’s house, but she does not know where that is or which bus to take. She seems confused and is getting upset. Brainstorm as a group what you might do and/or what you could do?


SCENARIO 2: You are in the queue at the ice-cream shop, and the man in front of you is taking ages. He is having difficulty explaining what he wants to the ice-cream lady, and is trying to pay with incorrect money. You are late. Brainstorm as a group what you might do and/or what you could do?


SCENARIO 3: Your friend tells you that their grandma has difficulty making a cup of tea now. Sometimes she forgets where things are, or forgets to boil the kettle and adds cold water. Other times she adds salt instead of sugar. What could you do to support her?

Module 3. Kids4Dementia Class Activity: Nursing homes






This activity could be done as homework

Module 3: What happens in nursing homes?

Teacher’s Note:

In this animation, Pops has moved into a nursing home. Most people are familiar with the

term “Nursing Home”. We recommend taking this opportunity to introduce the current

preferred term for a nursing home, “Residential Aged Care Facility”.

The aim of this activity is to encourage your class to think of meaningful and/or fun things

that they might be able to do with a person with dementia. Children can personalise it to a

loved one with a dementia or to people with dementia more generally. We have focused

the activity to people with dementia living in an aged care facility, but of course many

activities that can be done with people with dementia living in an aged care facility, can also

be done with people with dementia living in different places. If a child is keen to write or

draw some activity ideas for a loved one with dementia living at home, please encourage

them to do so.


Module 3. Kids4Dementia Class Activity: Nursing homes


What Fun Things Could You Do with a Person Living in

an Aged Care Facility? Ollie played a game and listened to his Pop’s favourite music. He also took in an iPad and

photo album. What fun things can you think of? Write or draw one idea in each shape.

_____________

_____________

_____________

_____________

_____________

_____________

___

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

_________

Module 4. Kids4Dementia Class Activity: Dementia Causes

Version 1. 29.07.16 HC Number: of 28





Module 4: What Causes Dementia?

Teacher’s Note:

The activity for this module is the interactive brain game. This can be accessed online from

the website, or offline from the USB drive. Children can explore the brain as a class, or

individually on iPads/computers. After children have clicked on each part of the brain and

learnt what it does, please proceed to the quiz. During the quiz, there is the option to

return to the main brain and check again what each part does.

Note: The brain has sound effects if you choose to have the sound on, on your device.


Module 5. Kids4Dementia Class Activity: Keep brains healthy

Version 1 29.07.16 HC Number: 15748 of 28






Module 5: How can we keep our brains healthy?

Teacher’s Note:

Ask the class to design their own poster or advert about how we can keep our brains

healthy. Perhaps the children can come up with a catchy slogan? You can print the

template provided, or simply use your own blank paper.

TIP: To reduce time spent on this activity, one option is to cut the template in half, and

present the activity as a “sign” rather than “poster”.


Module 5. Kids4Dementia Class Activity: Keep brains healthy

Version 1 29.07. 16 HC Number: 15748 of 28 Name: _______________________________

Module 6. Kids4Dementia Class Activity: How does it feel?






Module 6: How Does it Feel to Have Dementia?

Teacher’s Note:

This activity is a bit like the game “Taboo”. Invite students to communicate a message to

the class, without saying the listed words. The task of the class is to guess the message (or,

the role-play student to get the message across) - it does not need to be word for word.

You can also invite a second student, to be in charge of “shouting out” or making some

noise, if one of the “taboo” words are spoken. You do not have to role-play all the

messages, but do role-play at least two, of whichever you prefer. You can break the class

into small groups if you would prefer.

We hope your class has fun engaging in this activity. At the same time, the important aim of

the activity is for students to experience how frustrating it may be for a person living with

dementia. After or during the role-play, we recommend asking the following questions:

? To the role-play student: How did you feel trying to get the message across to the class?

How do you think you might feel if that was how you had to communicate with others

every day?

? To the class: How did you feel trying to guess the message? How do you think you

might feel if that was how you had to communicate with others every day?




ROLE-PLAY

CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------

Give to role-playing student:

Message 1: Please can I have tomato sauce with my burger?

You are not allowed to use ANY of the words underlined in the message, nor

any of the words below:

Red

Ketchup, relish, dressing

Meat, beef, chicken,

CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------

Give to student adjudicator:

Repeat Message 1: Please can I have tomato sauce with my burger?



Red

Ketchup, relish, dressing

Meat, beef, chicken,

CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------


Message 2: It is very noisy in here



Loud, deafening

Quiet

Ear/s

Hear/ing

CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------




Repeat Message 2: It is very noisy in here



Loud, deafening

Quiet

Ear/s

Hear/ing

CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------


Message 3: My bottom is sore after I fell on it



Butt, bum, rear

Pain, hurt, ouch

Trip, stumble

CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------


Repeat Message 3: My bottom is sore after I fell on it



Butt, bum, rear

Pain, hurt, ouch

Trip, stumble

CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------


Message 4: I can’t find my socks



Clothes, shoes

Lost



CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------


Repeat Message 4: I can’t find my socks



Clothes, shoes

Lost

CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------


Message 5: I would like to go for a walk in the park



Stroll

Grass

Want

CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------


Repeat Message 5: I would like to go for a walk in the park



Stroll

Grass

Want

CUT HERE: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------

Module 7. Kids4Dementia Class Activity: Family







Module 7: How Does it Feel for the Family?

Teacher’s Note:

The aim of this activity is to encourage your class to reflect on how it might be like, or how a

child might feel, if they had a loved one with dementia. Your class might think about ways

in which we might be able to say and do things to support them. Children who have, or have

had, a loved one with dementia are free to relate this activity to their own experience of

dementia if they would like to.


Module 7. Kids4Dementia Class Activity: Family


Write a letter or a poem to the children in the videos. What do you think you might say to

them if you met them?

To the children in the video,

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

________________________

From,

Kids4Dementia Question board

Version 1 29.7.16 HC Number: 15748 of 27 [email protected]

Kids 4 Dementia Question Board

Teacher’s Note:

This is a snapshot of the Kids 4 Dementia Question Board. Please download the A3 template from the website or print from the USB.

Kids4Dementia


Student Attendance Sheet (Class: ………………………….. / School: ………………………………..)

A student cannot participate in the study without parent consent.

It is important for the research study to keep a record of students’ attendance for the animations/videos and their participation in the activity for each

module. Please place a tick (i.e., ‘’) in each box to indicate the students’ attendance for that module, and participation in the corresponding activity. If the

student was absent or did not participate, please mark an “X” in the box.

STUDENT NAME PARENT CONSENT

MODULE 1 MODULE 2 MODULE 3 MODULE 4 MODULE 5 MODULE 6 MODULE 7

Animation

ACT Animation

ACT Animation

ACT Animation

ACT Animation

ACT Video ACT Video ACT

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

Kids4Dementia


STUDENT NAME PARENT CONSENT

MODULE 1 MODULE 2 MODULE 3 MODULE 4 MODULE 5 MODULE 6 MODULE 7

Animation

ACT Animation

ACT Animation

ACT Animation

ACT Animation

ACT Video ACT Video ACT

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

Kids4Dementia


Teacher Feedback Sheet (Class: ………………… / School: …………………………)

Congratulations on being one of the first schools in Australia to trial this program. Your feedback is

very important to us. It is a key step in helping us refine the program before rolling it out across

schools nationwide. Here is a sheet to help record your thoughts. We encourage you to write your

feedback on each module soon after each session.

MODULE DATE TIME TAKEN

FEEDBACK/COMMENTS

M1: Animation

M1: Activity

M2: Animation

M2: Activity

M3: Animation

M3: Activity

Kids4Dementia


M4: Animation

M4: Activity

M5: Animation

M5: Activity

M6: Videos

M6: Activity

M7: Videos

M7: Activity

Kids4Dementia


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