Siobhan Duffy
My Path into Teaching
"if you can light the spark of curiosity in a child, they will learn without any further assistance"
sir ken robinson
My Journey
My path into education was anything but conventional. I was the child who struggled with Maths... The one who quietly carried the belief that it “just wasn’t for me.”
That narrative followed me for years, shaping how I saw myself and what I thought I was capable of.
Then, at the age of 28, and as a new mom....everything changed.
I discovered that I could do Maths! The problem had never been me. It was how I had been taught.
The year was, 2000, and I had taken on a part-time job at a Kumon Learning Centre.
I had no idea that one small decision would change everything!
It was there that I realised I could do Maths — and more importantly, I could teach it in a way that made children believe they could too.
While continuing to work at Kumon, I pursued my studies through UNISA, balancing the demands of learning with the responsibilities of being a single mom. This period shaped my resilience, determination, and deep commitment to education.
The Teacher I Became...
Throughout my years in the FP classroom, I discovered that creativity isn’t an “extra” — it’s essential.
My background in the arts, combined with specialised training and a deep commitment to experiential learning, allowed me to transform even the most reluctant learners into curious, confident participants.
Here are just a few highlights from my journey:
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Integrated the Arts into Teaching – Brought music, movement, and visual arts into the curriculum to deepen engagement and boost retention across subjects.
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Made Maths Magical – Developed creative, hands-on strategies that helped learners overcome fear and start to love Maths.
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Trained with Thinking Schools South Africa – Implemented thinking tools and visual strategies to enhance metacognition and learner agency.
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Completed CTLI Intermediate Phase Maths Training – Strengthened my subject knowledge and strategy base to bridge Foundation and Intermediate Phases effectively.
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Directed School Choirs at Eisteddfods – Fostered confidence, expression, and teamwork through performance and public speaking opportunities.
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Cape Mental Health Kite Festivals – Supported the Art teacher in planning annual entries that combined creativity, storytelling, and the arts to promote mental health awareness through SEL community-driven events.
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Collaborated as Art Support Teacher – Worked closely with the school's Art teacher to co-plan, assist, and extend creative projects, helping learners express themselves through various media.
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Grounded in Arts-Based Training – My formal training in the arts continually shaped my ability to think outside the box and teach in ways that sparked curiosity and delight.
My mission goes far beyond Maths education. I believe in a process-based, integrated curriculum that uses the Arts as powerful pedagogical tools to support holistic development in young children.
Learning should be exciting, collaborative, and rooted in real-world experiences. I am passionate about designing teaching strategies that reflect how each child learns best, celebrating neurodiversity, cultural identity, and emotional growth in the classroom.
At the heart of my approach is inclusive education — where every child feels seen, heard, and valued. I advocate for classrooms where:
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Learning is active, playful, and process-driven
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Social-emotional growth is nurtured through daily interactions
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Children collaborate, create, and construct meaning together
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Concrete experiences and hands-on learning form the foundation for understanding
I believe that by grounding education in creativity, emotional intelligence, and authentic connection, we not only teach subjects — we grow confident, compassionate human beings
My Mission
