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Safeguarding is everyone's responsibility.  Using these SAGE resources means applying universal principles of safeguarding for vulnerable people, including children and young people, and those with disabilities.  

SAGE session guides and learner workbooks have safeguarding practice integrated in them. For wider circulation purposes, it has been removed as information is specific to each context and organisation. However, as a service provider, it is your responsibility to adhere to the relevant safeguarding standards in your area of operations. For SAGE, we decided it was key for learners and volunteers to be provided with the following information in their local language: how they should expect to be treated by the educators, staff, partners and community members who they will come into contact with as part of SAGE and the reporting mechanisms they can use if they feel unsafe. These reporting mechanisms are accessible, include the contact details of our organisation's safeguarding focal point and include safeguarding contacts who are internal and independent of our organisations.  

https://www.futurelearn.com/courses/introduction-to-safeguarding-in-the-international-aid-sector/

To learn more about how to approach learning on SAGE we recommend you download all of the Year 1 materials.  Year 1 in SAGE covers learning from Early Childhood development (ECD) through to Grades 2/3.  The materials are designed to be age appropriate for adolescent learners who are new, or are returning to formal learning. 

The SAGE learning materials cover: numeracy, literacy and learning English.  The sessions are designed to be interactive, gender-responsive and supportive.  Educators are encouraged to make learning fun and accessible to all learners.

There are three modules consisting of Session Guides for educators and three Learner Self-Study Workbooks for learners.  

Each module consists of 10 units (over 10 weeks) and each unit is made up of 4 hours of learning divided into two sessions. Each session is equivalent to 1 hour of literacy/Learning English and 1 hour of numeracy.  Each module is supported by session guides for the community educators and an individual learner workbook for every girl. 

Each session ends with learners being asked to continue their learning at home through their individual Learner Self-Study Workbook. The activities consolidate an aspect of session learning, are fun and accessible and are designed to be easy for the learner to explain and share activities with family/community members or indeed to their own children.

Module 1a

Module 1b

Module 1c

Module 2a

Module 2b

Module 2c

Level 1

Level 2

Level 3

Level 4

Level 5

SAGE values every learner as an individual and recognises that to ensure inclusion of all learners, their specific needs should be identified and supported. SAGE has sought to support girls with disabilities in learning in an inclusive environment  that promotes the development of their self-confidence and self esteem within the learning space and community. 

In this section you will find a selection of information sheets to help support individual learners.  With CBM, the following resources were developed and include key information about specific needs, as well as information on how to apply practical strategies to support learning.

Physical related conditions

Learning related conditions

Health related conditions

Watch the Screencast below to find out more about the Assessment Tools in this programme:

The SAGE Placement Screening Tool is designed to support you in understanding the starting point of new learners to your school or educational setting, and in so doing you can ensure they are placed in the most  appropriate classes.

The SAGE Learning Progress Assessments help you determine the progress of your learners at three different points in your learning programme. As learners join your programme, the Initial Progress  Assessment (IPA) tells you about the strengths of the learner and which areas they need to work on over their first year of learning. Mid-way into the programme (usually at the end of year one), the Mid Progress  Assessment (MPA) continues to evidence learners’ progress through to the End Progress Assessment  (EPA) at the end of the programme.

   Assessing learning for learners with disabilities

All of the Progress Assessments should be adapted for girls with disabilities. It is important to understand what learners are able to do and how best they can demonstrate their  learning. For some learners with disabilities, attending a learning programme for the first time and making friends is a success. Talk with a relevant colleague how to make specific adaptations for the assessments.

For example:

• a learner with a hearing impairment can sign her/his Module 2a literacy/English or numeracy assessment 

• a learner with a visual impairment can tell a story 

• a learner with a learning disability may need more time to complete an assessment, or another adult could write it for her/him

• a learner with a physical disability can pair with another learner, who can present the work for both of them.

Click on the Guidance notes and tools below.