Maria Sibayoni

SACE Registered Foundation Phase Educator

Talent

Roodepoort, City of Johannesburg Metropolitan MunicipalityMember since March 11, 2026

CAPS-aligned lesson planningStructured phonics and early literacy instructionFoundational numeracy developmentClassroom management and behaviour supportDifferentiated instructionFormative and summative assessmentLearner progress trackingEducational resource development

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CAPS-aligned lesson planningStructured phonics and early literacy instructionFoundational numeracy developmentClassroom management and behaviour supportDifferentiated instruction

About

SACE-registered Foundation Phase educator studying a Bachelor of Education degree from SANTS Private Higher Education institution, with extensive work-integrated learning experience across diverse primary school contexts. Experienced in teaching Grade R-3 and confident in delivering CAPS-aligned instruction in English, Mathematics, Life Skills and Sepedi.

Experience

Foundation Phase Educator (Work Integrated Learning) at Kgotlelelang Primary School (2022)

Teaching Grade R-3 Learners

Delivered CAPS-aligned lessons in English, Mathematics, Life Skills and Sepedi.
Independently managed Grade R and Grade 3 classrooms.
Designed and implemented engaging teaching aids to enhance learner understanding.
Applied structured phonics and foundational numeracy strategies.
Conducted formal and informal assessments to monitor learner progress.
Supported differentiated learning to accommodate diverse learner needs.
Maintained structured classroom routines and positive learning environments.

Foundation Phase Educator (Work Integrated Learning) at Dimakatso Primary School (2023 – 2024)

Teaching Grade R-3 Learners

Delivered CAPS-aligned lessons in English, Mathematics, Life Skills and Sepedi.
Independently managed Grade R and Grade 3 classrooms.
Designed and implemented engaging teaching aids to enhance learner understanding.
Applied structured phonics and foundational numeracy strategies.
Conducted formal and informal assessments to monitor learner progress.
Supported differentiated learning to accommodate diverse learner needs.
Maintained structured classroom routines and positive learning environments.