Teacher: Pre-Primary: Grade 00 (2027)

Location: Maragon Olympus, Pretoria East

About Maragon Olympus

Maragon Olympus is a Christ-centred, parallel-medium school where teaching and learning are rooted in innovation, excellence, and the love of Jesus Christ. Our school community—teachers, learners, and parents—works together to nurture confident, compassionate, and capable young people.

In the Preschool Phase, our focus is on laying strong foundations for lifelong learning by nurturing each child's cognitive, physical, social, emotional and spiritual development. We believe that young children learn best through meaningful play, exploration, discovery and positive relationships within a safe, stimulating and loving environment.

Through a play-based, inquiry-driven approach, children are encouraged to ask questions, explore their surroundings, develop their language and communication skills, strengthen early mathematical understanding and develop the confidence to become independent learners. We are committed to creating rich learning experiences that stimulate curiosity, creativity, problem-solving and a genuine love of learning.

At Maragon Olympus, we recognise that the early years are fundamental to a child's holistic development. Our Preschool teachers play a vital role in preparing children for their formal schooling journey while nurturing their individuality, confidence, character and understanding of God's love.

Role Overview

The Preschool Teacher will be responsible for planning and facilitating high-quality, age-appropriate learning experiences that support the holistic development of young children in accordance with the relevant early childhood curriculum requirements and the school's educational approach.

The successful candidate will demonstrate a genuine passion for early childhood education, a sound understanding of child development and the ability to create a warm, engaging and structured learning environment in which every child feels safe, valued and encouraged to reach their full potential.

The role requires a teacher who understands the importance of learning through play, purposeful exploration, routine, positive reinforcement and meaningful interaction. The successful candidate will be able to identify individual developmental needs, encourage independence and school readiness, and support children in developing the foundational skills required for a successful transition to formal schooling.

The Preschool Teacher will embrace inquiry-based learning, integrate age-appropriate educational technology where meaningful, and work in partnership with parents and colleagues to support each child's development. Above all, the successful candidate will be committed to Christ-centred education and will model the love of Jesus Christ through their interactions, relationships and daily teaching practice.

Key Duties & Responsibilities

Preschool Teachers are expected to:

• Plan and facilitate engaging, developmentally appropriate learning experiences aligned with the relevant early childhood curriculum requirements and the school's academic expectations.

• Create a stimulating, safe and nurturing learning environment that promotes exploration, creativity, curiosity and a love of learning.

• Apply a play-based, inquiry-driven approach that encourages children to investigate, experiment, ask questions and discover new concepts.

• Support the development of early literacy skills, including listening, speaking, vocabulary development, phonological awareness, storytelling and emergent reading skills.

• Develop foundational mathematical concepts, including number sense, counting, patterns, shapes, sorting, sequencing, measurement and problem-solving.

• Promote fine and gross motor development through purposeful activities, movement, outdoor play, creative experiences and physical exploration.

• Support children's social and emotional development by teaching cooperation, empathy, sharing, conflict resolution, self-regulation and respect for others.

• Foster independence and self-help skills, including personal hygiene, dressing, tidying up, managing belongings and following daily routines.

• Plan creative, hands-on learning opportunities that incorporate art, music, movement, sensory play, construction, nature exploration and imaginative play.

• Integrate real-life experiences and the natural environment into learning to encourage observation, discovery and meaningful connections.

• Incorporate age-appropriate digital tools and educational technology where these enhance learning and support the school's educational vision.

• Observe, monitor and document children's developmental progress and use these observations to inform planning, individual support and extension activities.

• Identify children who may require additional developmental support and communicate concerns professionally and sensitively with parents and the relevant school support structures.

• Establish consistent classroom routines, clear expectations and positive behaviour management strategies appropriate to young children.

• Create an inclusive classroom environment that recognises and accommodates different developmental stages, abilities, backgrounds and learning needs.

• Encourage curiosity, confidence, resilience, creativity and a willingness to try new things.

• Use positive reinforcement and age-appropriate guidance to help children understand boundaries, take responsibility and develop appropriate behaviour.

• Maintain effective communication with parents regarding children's progress, achievements, well-being and developmental needs.

• Build trusting, professional relationships with parents and recognise the importance of a collaborative home-school partnership during the early years.

• Work collaboratively with fellow Preschool teachers, Heads of Department and the academic leadership team to strengthen teaching practices and ensure continuity in learning.

• Maintain accurate planning documents, developmental observations, assessment records, learner information and other administrative requirements.

• Ensure that classroom resources, learning areas, outdoor spaces and equipment are appropriately maintained and used safely.

• Prioritise children's health, safety, supervision and emotional well-being at all times, adhering to school policies and safeguarding procedures.

• Participate actively in school events, parent meetings, staff development initiatives and other responsibilities as required.

• Model and uphold the Christian ethos, values and professional standards of Maragon Olympus, incorporating age-appropriate opportunities for prayer, Bible stories, worship and character development.

Accountability Areas

Teaching & Learning

Planning and facilitating engaging, age-appropriate and developmentally appropriate learning experiences that build foundational skills, encourage curiosity and prepare children for the next stage of their educational journey.

Early Childhood Development & School Readiness

Supporting the holistic development of each child across cognitive, language, physical, social, emotional and spiritual domains, while nurturing the foundational competencies required for a successful transition to formal schooling.

Play-Based & Inquiry-Based Learning

Creating meaningful opportunities for children to learn through play, exploration, investigation, creativity and discovery, encouraging them to ask questions, make connections and develop early problem-solving skills.

Assessment & Developmental Monitoring

Observing and documenting children's developmental progress, identifying emerging strengths and areas requiring support, and using this information to inform learning experiences and individual developmental goals.

Language & Early Numeracy Development

Building strong foundations in communication, vocabulary, listening, phonological awareness, emergent literacy, number sense, counting, patterns and other essential early learning concepts.

Classroom Management & Positive Behaviour Guidance

Maintaining a structured, nurturing and stimulating environment through consistent routines, positive reinforcement, clear boundaries and age-appropriate behaviour management strategies.

Social & Emotional Development

Nurturing children's confidence, independence, empathy, resilience, emotional regulation and ability to build positive relationships with peers and adults.

Parent Partnership

Establishing constructive and professional relationships with parents through regular communication, meaningful feedback and collaborative support for each child's development.

School Readiness & Transition

Preparing children for the expectations of the next educational phase by developing independence, listening skills, concentration, cooperation, task engagement and the ability to follow instructions and routines.

School Brand Ambassadorship

Representing Maragon Olympus with pride and consistently modelling the school's Christian ethos, values and commitment to excellence in all interactions with children, parents and colleagues.

Administration & Resource Management

Maintaining accurate planning, assessment and developmental records while ensuring that classroom materials, learning resources and play areas are organised, accessible and appropriately maintained.

Health, Safety & Safeguarding

Prioritising the physical and emotional safety of all children, maintaining appropriate supervision and adhering to school health and safety procedures, child protection requirements and safeguarding protocols.

Collaboration & Professional Development

Working collaboratively with colleagues and academic leadership, participating in professional development and contributing to the continuous improvement of early childhood teaching and learning.

Qualifications & Experience

• A recognised qualification in Early Childhood Development (ECD), Early Childhood Care and Education, or a B.Ed in Foundation Phase Teaching.

• A relevant qualification that meets the requirements for the age group and position, in accordance with applicable South African education and registration requirements.

• SACE registration where applicable to the qualification and teaching position.

• Valid Police Clearance and compliance with applicable child protection and safeguarding requirements (non-negotiable).

• 2–5 years of experience in a preschool, nursery school or early childhood education setting, preferably within a structured school environment.

• Sound knowledge of early childhood development, age-appropriate teaching methodologies and relevant curriculum requirements, including CAPS where applicable.

• Demonstrated ability to plan and facilitate purposeful, play-based learning experiences that support children's holistic development.

• Understanding of school readiness and the foundational skills required for progression into Grade R and formal schooling.

• Experience in developmental observation, informal assessment and identifying individual learning and developmental needs.

• Strong communication skills and the ability to build positive, professional relationships with parents and colleagues.

• Basic computer and digital literacy, with the ability to use educational resources and administrative platforms effectively.

• A valid First Aid certificate, preferably one relevant to infants and young children, would be advantageous.

• Additional training in early childhood development, play-based learning, child safeguarding, neurodiversity or developmental support would be advantageous.

Attributes & Competencies

The ideal candidate will:

• Be a passionate, nurturing and enthusiastic educator who genuinely enjoys working with young children.

• Demonstrate a sound understanding of early childhood development and the different ways in which young children learn and grow.

• Be warm, patient, compassionate and emotionally mature, creating an environment in which every child feels safe, loved and valued.

• Have the creativity and initiative to design engaging, hands-on learning experiences that stimulate curiosity and imagination.

• Understand the importance of purposeful play and be able to balance child-led exploration with intentional teaching and learning outcomes.

• Demonstrate strong observational skills and the ability to recognise and respond appropriately to individual developmental needs.

• Possess excellent planning, organisational and classroom management skills, with the ability to establish consistent routines and expectations.

• Be confident in guiding children's behaviour positively while maintaining clear boundaries, consistency and respect.

• Demonstrate excellent communication and interpersonal skills when engaging with young children, parents and colleagues.

• Be attentive to children's physical safety, emotional well-being and individual needs at all times.

• Encourage independence, resilience, confidence and a willingness to explore, experiment and learn from mistakes.

• Be adaptable and responsive to the changing needs, interests and developmental stages of young children.

• Demonstrate initiative, accountability, professionalism and a solution-focused approach.

• Be a collaborative team player who contributes positively to the Preschool team and the broader school community.

• Be willing to participate in school events, parent engagement initiatives and professional development opportunities.

• Demonstrate a commitment to lifelong learning and remain abreast of current early childhood education practices and developmental research.

• Be committed to Christ-centred education and model Christian values through love, kindness, integrity, patience, forgiveness and respect.

• Be comfortable incorporating age-appropriate Bible stories, prayer, worship and Christian principles into everyday classroom experiences.

• Actively contribute to a culture of excellence, respect, diversity and inclusion at Maragon Olympus.