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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.  The SAGE learning materials cover: numeracy, literacy and learning English. 

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 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 and each unit is made up of 4 hours of learning divided into two sessions.

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 can be shared with the learner's family/community members.

Module 1a

Module 1b

Module 1c

Module 2a

Module 2b

Module 2c

There are two SAGE assessment tools to support your learners progress across the SAGE learning programme: the SAGE Placement Screening Tool and the SAGE Learning Progress Assessments.

Watch the video 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 Learning Progress Assessments can be adapted for learners 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.

Here are a series of short films scripted and created by educators for educators across a range of community-based settings. You can watch the films to learn more about how community-based education settings can incorporate good practice into teaching and learning experiences.

Each film is supported by a Learning Card. The learning card offers tips and examples of how to embed similar practices into your own practice within your own educational setting.

You can use the films in different ways. You can watch them and improve your own practice, or you can use them as a prompt for discussion with other educators as part of a wider professional development programme.

The power of numeracy and literacy to improve livelihoods

This film explores the ways in which literacy and numeracy skills can be used to support learners in their small businesses. 

Using local resources in numeracy

This film focuses on using local resources for numeracy and the benefits of learners handling resources. It also explores the power of songs for learning.

Teaching resources for numeracy

This film looks at the use of a range of learning resources and the role of the educator in supporting learners working with the resources.

Differentiation: Responding to learner needs

This film looks at the needs of individual learners and the ways in which community-based settings can respond to these diverse requirements. 

Differentiation: Strategies for supporting low attainers

This film explores strategies that can be used to support individual learners and how the skills that learners gain through SAGE can help them with running a small business.

Differentiation: Teaching addition to learners in an inclusive class

The focus of this film is on teaching an aspect of numeracy to a diverse group of learners, ensuring that all are engaged through the use of a range of learning resources.  

Girl empowerment through education: one young mother's story

This film focuses on a particular young woman’s life story and the way education has empowered her. It also looks at the use of visual resources for learning, and how to manage groupwork.

Recruitment and retention of learners

The focus of this film is on working with local leaders and communities.