Alex Hayne

  • Name Alex Hayne
  • School / Setting Churchill Academy
  • Phase Supported Geography
  • Subject Specialism Subject leadership
    Mentoring and coaching

Background and experience:

I qualified as a Geography teacher from Sussex University in 2002.  I began my teaching role at a school just outside Brighton where I had a specific interest in looking at the evolving teaching and learning strategies, the implementation of starters and plenaries and the increasing need for more awareness of inclusion and differentiation.  I have taught geography, History and Ethics and Philosophy to GCSE Level.

I moved to Churchill Academy in 2005.  I became more interested in the pastoral role and became a Lower School Senior Tutor, and from there became an Assistant Head of Sixth Form – a post I enjoyed for 8 years.  Following my return from maternity leave, I transferred my skills back to the Faculty and became Second in the Humanities faculty.

At present I am the Leader of Learning for Geography.  I have overseen the implementation of two new specifications at GCSE and A Level with successful results.  This has included a week long fieldwork residential for A Level and new fieldtrips for GCSE.  I am in the process of beginning to overhaul the Key Stage 3 schemes of learning.

Alongside this, I am the Associate Tutor for PGCE Geography at Churchill and I mentor Newly Qualified Teachers.   I have been involved in numerous CPD sessions, most recently in developing my coaching skills.

I am overseeing the NSTA subject meetings.

I was a staff governor for 6 years serving on the Finance and Personnel committees, alongside Full Governing Body responsibilities.

I also set up and led the Duke of Edinburgh Scheme at both my teaching schools, building up to offering all three levels of the Award. This also meant planning and overseeing expeditions at every level, as well as becoming an expedition assessor.

What support might look like:

  • Advice on creation of schemes of learning reflecting specifications
  • Improving teaching and learning in the classroom
  • Identification of pressures and coaching in ways to improve and support team leaders and team members.