Indirect Support:
We offer self-directed learning, fostering student autonomy and liberty in a culture of mutual respect. Academics are individualized. We use a student-paced approach with tutorial instruction in small, multi-aged groups of 10:1. Collaboration within meaningful, trusting relationships enhances learning. Students connect with the community through field trips, volunteerism and internships. We communicate, negotiate, solve problems and develop soft skills. Member of Canadian Coalition of Self-Directed Learning--CCSDL.
Diane Swiatek founded Banbury Crossroads in 1980, and she remains the head of the school today. She has said that “parenting and mentoring children is a matter of choosing philosophy and principles, and acting so as to live out those principles.” Indeed, since its inception, Banbury has been an expression of that ideal. The academics are demonstrably strong, though the attention to values, including responsibility and character development, is a particular draw for the families that enroll here. So too is an academic approach founded in the curiosity and the interests that students bring with them to the classroom. We learn best when we learn for ourselves, rather than for external reward, and the Banbury environment has been created with that in mind.
Gallery showcasing school life and general photos of Banbury Crossroads School.
Gallery showcasing specific locations and facilities found at Banbury Crossroads School.
Promotional videos for Banbury Crossroads School.
Here is an opportunity to see Banbury Crossroads School in operation! Come to wander our hallways, speak to administration, teachers and students about our unique and progressive program. Take part in conversations about educational philosophy and practices underlying our Self-Directed Learning approach. View a presentation and ask your questions in person! Self-directed learning from Junior Kindergarten through Grade 12 needs to be seen to be believed!
Watch for further information describing this upcoming celebratory event!
| Focus |
|---|
| Academic |
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
| Subject | offered |
|---|---|
| Biology | |
| Chemistry | |
| Ecology | |
| Geology | |
| Meteorology | |
| Physics | |
| Physiology | |
| Zoology |
| Subject | offered |
|---|---|
| Evolution as consensus theory | |
| Evolution as one of many equally viable theories | |
| Evolution is not taught |
| Subject | offered |
|---|---|
| Acting | |
| Dance | |
| Drama/Theatre | |
| Graphic Design | |
| Music | |
| Visual Arts |
| Expressive | |
| Disciplined |
| Subject | offered |
|---|---|
| Computer science | |
| Robotics | |
| Web design |
| Flexible pacing style | offered |
|---|---|
| Subject-streaming (tracking) | |
| Multi-age classrooms as standard | |
| Ability-grouping (in-class) as common | |
| Frequent use of cyber-learning (at-their-own-pace) | |
| Regular guided independent study opportunities | |
| Differentiated assessment |
Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.
| Subject Type | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject Type | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Read our guide to special needs schools and special education
| Program | offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)
| Program | offered |
|---|---|
| Custom subject enrichment (special arrangement) | |
| Custom curriculum compacting (special arrangement) | |
| Guided independent study (custom gifted arrangement) | |
| Cyber-learning opportunities (custom gifted arrangement) | |
| Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
| Custom subject acceleration (special arrangement) | |
| Career exploration (custom gifted arrangement) | |
| Project-based learning (custom gifted arrangement) | |
| Mentorships (custom gifted arrangement) |
In grade Gr. 12, Banbury Crossroads students perform an average of No homework of homework per night.
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Banbury Crossroads | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins |
| Site Average | 6 mins | 15 mins | 17 mins | 23 mins | 29 mins | 34 mins | 40 mins | 52 mins | 57 mins | 69 mins | 80 mins | 96 mins | 109 mins |
| Prose (narrative)-based feedback | JK to Gr. 12 |
| Parent-teacher meetings | JK to Gr. 12 |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| Baseball | ||
| Basketball | ||
| Football | ||
| Ice Hockey | ||
| Lacrosse | ||
| Rowing | ||
| Rugby | ||
| Soccer | ||
| Softball | ||
| Swimming | ||
| Tennis | ||
| Track & Field | ||
| Volleyball | ||
| Badminton | ||
| Canoeing/Kayaking | ||
| Cross-country skiing | ||
| Cycling | ||
| Downhill skiing | ||
| Equestrian | ||
| Field Hockey | ||
| Golf | ||
| Gymnastics | ||
| Ice Skating | ||
| Martial Arts | ||
| Mountain biking | ||
| Racquet Ball | ||
| Running | ||
| Sailing | ||
| Skateboarding | ||
| Snowboarding | ||
| Squash | ||
| Weightlifting | ||
| Wrestling |
| Clubs Offered |
|---|
| Outdoor Club |
| Outdoor Education |
| Paintball |
| Photography |
| School newspaper |
| Student Council |
| Yearbook |
| Yoga |
| Art Club |
| Band |
| Chess Club |
| Community Service |
| Debate Club |
| PS | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
| Day | $10,000 | $9,000 | $9,500 | $10,000 | ||||||||||
| Day (International) | $13,000 | |||||||||||||
Discounts
| Discount Type | Enrollment Type | Amount |
|---|---|---|
| Early payment | all students | 4% |
| 2nd child (sibling) | all students | 4% |
| 3rd child (sibling) | all students | 4% |
| Grade range that need-based aid is offered: | K to 12 |
| Percentage of grade-eligible students receiving financial aid | 10% |
| Average aid package size | $3,500 |
| Percentage of total enrollment on financial aid | 10% |
| Total aid available | $3,500 |
This school works with other. for processing financial applications
An interview with the Director of Banbury Crossroads School
This information is not currently available.
| Grades | Gender | Living Arrangement | Enrollment | |
|---|---|---|---|---|
| Group 1 | Preschool to Gr. 12 | Coed | Day | 90 |
| Total enrollment | 90 |
| Average enrollment per grade | 6 |
| Average class size | 10 to 12 |
| Gender (grades) | Preschool to Gr. 12 (Coed) |
| Boarding offered | No |
| Percentage of students are international students | 15% |
| Number of different nationalities within student population | 5 |
| Five-day boarding programs offfered |
| PS | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Day Enrollment | 3 | 2 | 2 | 6 | 5 | 1 | 4 | 4 | 3 | 6 | 5 | |||
| Class Size | 6 | 6 | 10 | 10 | 10 | 10 | 10 | 10 | 10 | 10 | 10 | 10 | 10 |
| Assessment | Required | Grades |
|---|---|---|
| Interview | PS - 12 | |
| SSAT | ||
| SSAT (out of province) | ||
| Entrance Exam(s) | ||
| Entrance Essay | ||
| Application Fee |
Day students: Rolling
An interview and tour of the school is encouraged. School records and assessments are to be submitted. No admissions test is administered. We take students who are gifted through average to struggling. A match of philosophy is a must. This is because we are a philosophically-driven, self-directed learning school. Students work to mastery, so they keep progressing until they have completed units or projects or grades. Classes operate with students in multi-aged groups, with 10 students per teacher, so students receive much personal attention. This allows for students to work independently, as they receive instruction individually or in small groups or seminars. We do not normally take special needs students, as we only have one teacher who is trained to work with such children, and she works only with the younger ones. We also do not have ready access to special needs resources, nor do we have psychologists or other specialists on our staff. Therefore, we generally only take students whose abilities are average through to gifted.
Student Entry Points
| Student Type | PS | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Day Acceptance (Acceptance rate) | 3 - 5 (100%) | 3 - 5 (100%) | 2 - 3 (100%) | 2 - 3 (100%) | 2 - 3 (100%) | 3 - 4 (100%) | 4 - 5 (100%) | 5 - 8 (100%) | 5 - 2 (100%) | 5 - 8 (100%) | 5 - 9 (100%) | 5 - 8 (100%) | 5 - 7 (100%) |
| Services | Offered |
|---|---|
| Career planning | |
| Internships | |
| Mentorship Program | |
| University counseling |
| Key Numbers | |
|---|---|
| Average graduating class size | 4 |
| *Canadian "Big 6" placements | 0 |
| **Ivy+ placements | N/A |
*Number of students in the past year who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.
**Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)
What Banbury Crossroads says:
| Alumnus | Grad Year | Accomplishment |
|---|---|---|
| Delaney Boyd | 2016 | Delaney Boyd has just graduated with a Ph.D. One site is http://wikipedia.org/wiki/plains_bison, where her thesis is referenced. |
Alumni Highlights
Below, find stories and testimonials about Banbury Crossroads School.
Thank you Diane for your wonderful school. When my daughter Lisa first started Banbury Crossroads, she was a timid girl, unsure of herself and afraid of her peers. It didn't take long for that timid little girl to realize that no longer did she have to be afraid, no longer did she have to hide in the bathroom at lunch time because of bullies. No longer did she have to sit in a classroom with 30 other children, wishing that the school bell would ring and she could escape. She found that at Banbury Crossroads it was okay to be herself. it was okay to work and learn in her own way. She began to grow independent, she began to laugh and school became a fun and wonderful place to be. Lisa has excelled in all her subjects, it's been amazing to watch her go from strength to strength.
I overheard my daughter talking with a neighbor's child. The child was complaining that the weekend was nearly over and that she would soon be back at school. Lisa smiling relied, "I love school, it's great!". The child looked at Lisa and answered, "You're weird". Lisa does love school, she loves the fact that she feels safe, she loves the fact that her teachers really listen to HER. She loves the fact that everyone in Banbury Crossroads tolerate each other, each other's individualism, and each person is treated as an individual at Banbury Crossroads.
I feel very passionate about Banbury Crossroads School. I would never have believed that such a school exists. This is the way learning should be. I think that if more schools were like Banbury Crossroads we wouldn't have all the problems in schools and in life after school. School is where our children are building their foundations for life. If their foundation is strong, then so will they be.
Thank you again Diane to you and all your wonderful teachers and staff that make Banbury Crossroads the wonderful place of learning that it is. I will be forever grateful to you for allowing Lisa's heart to once again sing and for giving me peace of mind knowing that my child is safe and happy within the walls of Banbury Crossroads School.
Diane
...
It is my pleasure to offer my sincerest recommendation of Ms. Diane Swiatek for a Woman of Vision Award.
When asked to provide this reference in the context of being one of Diane's graduates from Banbury Crossroads School, my first thought was, yes, what an absolutely fitting award for Diane, as she truly is a woman of not only vision, but patience, perseverance, and unwavering dedication to the stewardship of that vision.
I have known Diane since I was six years old when I joined Banbury Crossroads School in Grade 1, my first of eight years under her teaching and mentorship. During that period, through the nurturing, supportive, and enriching environment Diane fostered, we established a near familial bond that exists to this day, over two decades later. She is a dear friend, and an extraordinary educator about whom I will now attempt to relate the qualities that make her a woman of vision.
First and foremost, Diane created a school long before the concept of independent schooling became mainstream. This school was catalyzed initially by her disenchantment with the established format of the public system, but was crafted in accordance with her personal vision and principles that a learning environment can be so much more enriching and diverse. The testament to this vision is that the school has now operated for over 30 years, and during that time, Diane has demonstrated the courage, optimism, and strength of character to maintain her vision and ideals, despite institutional resistance, inflexible rules and policies, and economic fluctuations. Against the odds, Diane offered an alternative one that my parents, among others, were searching for. A place where, and more accurately, a person to whom, they could entrust the caretaking of their children's education.
To better understand, however, why Diane is a visionary, the nature and details of the experience of being at Banbury Crossroads must be described. I will now share some reflections on my eight years at the school.
As a student at Banbury Crossroads, I was given the freedom to direct my own learning. There were no set schedules, no mass-distributed assignments, no cold classrooms filled with rows of desks. Diane provided a diversity of unique materials, workbooks, textbooks, toys, games and welcoming physical environments, from which my classmates and I could choose activities and learning pursuits. There was also very little competition. I had no report cards most of the time I didn't even have grades to compare with other classmates who may or may not have been in the same grade as me for any given subject. The focus was always on the learning, not how I measured up in comparison to my peers (although, of note, when my classmates and I did write standardized exams mandated by the province, we always did very well a further testament to the quality of the education.)
My classmates and I, of course, learned the expected subjects math, language arts, science, etc. (often at more advanced levels than typical for our ages), but also history, phonics, grammar, public speaking, logical reasoning, critical thinking, organization in writing, and typing and, for example, not just how to type Diane would include us in the total experience of any given subject so, she would take us to buy the typewriter ribbons, and pick out the stationery that we wanted to use for our stories or reports.
She taught and inspired us to sing, play musical instruments, write and direct plays, cook international cuisine, bake, knit, weave, dye cloth using batik methods, write poetry, garden, make yogurt, create linocut prints, draw, plan events, care for pets, read maps, play games of strategy, skate, conduct science experiments, take photographs, quilt, snowshoe, grow plants, sew clothing from a pattern, and canoe.
As well, she ensured a balanced education by arranging for the input of other teachers in art, French, sports, computers, gymnastics, social dance and field trips to every conceivable place one might learn. (What better way to learn about blowing glass, than in a glass factory? Baking bread we'd go to a bakery. Photo developing? Off to the self-serve photo lab we went.) Learning was an immersion in life.
Diane also infused the school environment with positive values including kindness, trust, and respectful communication. Violence and bullying were virtually non-existent. She instilled confidence in her students by empowering them to take ownership of their actions and their education. She encouraged each of us to engage with our world, including simple, yet character-building activities, such as speaking for ourselves with adults. As well, we all had a caretaking function within the school community. We performed chores such as vacuuming and tidying common spaces, instilling respect for our shared space and for Diane, especially when the school resided in her home in the earlier years.
It was a truly balanced, rich, and inspirational education, which encouraged me to push the boundaries, pursue my dreams, and speak out with respect, logic and emotional intelligence on issues of concern (such as when Diane helped me to write a letter to several major world leaders regarding nuclear disarmament and I received replies!) Diane also planted the seed of my current career. From a young age I have had a penchant for our natural world and the importance of conserving our environment. When I was ten years old, Diane introduced me to an organization called The International Union for the Conservation of Nature (IUCN), and she gave me a copy of the World Conservation Strategy to read. I remember telling her after that point that when I grew up I would be an environmental designer. I may not have known fully what that meant at the time, but I knew I was passionate about nature, and our collective need to conserve and live sustainably within our environment.
As it so happens, I now have a Bachelor's Degree in Ecology, and a Master's Degree in Environmental Design, and for my thesis I produced a Conservation Status Survey for Bison in North America for the IUCN. For the last six years, I have worked as a biologist for the Department of National Defence (DND), working to balance land use with species at risk protection and environmental sustainability. I am now embarking as a Project Manager mandated with designing a land use framework and land use management tools, which may ultimately be applied to military lands across Canada to promote long term sustainability.
A woman of vision encouraged me on this path.
This is necessarily only a partial list of details and descriptions to emphasize the sheer diversity of the self-directed and experiential learning opportunities Diane orchestrated and provided to her students. She manifested a vision through the certainty of her resolve that there had to be a better way to educate our children and inspire them to be well developed, contributing, respectful, confident, and nurturing members of society. And this diversity and positive influence I'm sure I have only grown in the years since I left Banbury Crossroads.
I thank you for this opportunity to recommend Diane for this award, and to share and reacquaint myself with my truly remarkable experience at Banbury Crossroads.
Not only does her vision thrive through the continued existence of the school, but also the legacy of that vision lives on in her students.
Best regards,
Delaney Boyd
...One of the joys of Banbury Crossroads is the look on Anne and Rachel's faces, when some uninformed adult commiserates with them over the end of vacation and the resumption of school, or expresses the fact that no child likes lessons a look of bemused acceptance of adult ignorance.
Far from disliking lessons, Anne and Rachel find them everywhere: they turn a trip to the Stampede, or a detour around a construction site or a family vacation, into adventures in intense, focused learning. Time and again I've seen them watch workers until shift change while their long-suffering parents restlessly indulge their curiosity asking pertinent questions or just sitting and taking note of every detail. In this way they watched the tilers at North Hill Mall until the self-conscious young journeyman began explaining his movements as he worked.
After the first hour the paleontologist at the Tyrrell started letting them give his commentary. And the leather worker at the Western Living show had to tell them to leave so that he could take his break.
You see, they have never known learning to be a chore. Their earliest school-lessons were in how to get help for their own learning agendas, rather than in how to follow someone else's agenda. From the days when you took Anne through the Red Reader because she wanted it, to teaching Rachel to make an appointment at 3ý years old! for the private coaching she wanted, you've been empowering our girls to learn!
...Diane Swiatek . . . woman of vision, woman of passion, woman of determination and woman of strength. All of these, and yet none of these fully depict this individual who has impacted the lives of so many people over the course of so many years.
Passionate Visionary . . .
30 years ago, Diane had a vision to start a school; not just any school but one that celebrated the individuality and creativity of the child, a safe place, where learning was a journey on the path to self-discovery. In short, this was to be a learning community that was not replicated anywhere in the world, much less Calgary. She incurred many hurdles, not the least of which was the criticism and scepticism of others in her field, but Diane not only conquered each one, she has never even entertained the idea of failure. Her passion for education and specifically for the education of young people is both inspiring and contagious. To spend but a few hours with her, one cannot help but share in the enthusiasm and excitement of her prodigy, Banbury Crossroads School.
Extraordinary Teacher . . .
While time has taken Diane out of the classroom and into her role as Director, one has only to observe her demeanour and manner when around her students to know that she is a truly gifted teacher. Having an open door policy does not quite do justice to the actual practice at Banbury, as it is extremely rare to even find Diane in her office unless she is already there chatting with a student. More likely, one will find her in the classrooms, in the office or in the hallways interacting with students, parents and teachers. She is extremely visible and available to everyone.
Truly, being sent to the principal's office at Banbury has a completely different connotation. Firstly, this is an unknown phenomena at Banbury since any challenges are dealt with either by the individual teachers or on a community basis, depending on the situation. Secondly, students regularly seek out Diane on a voluntary basis, as she is someone they truly love and respect, and it's no small thing to say that these feelings are reciprocated. Diane never misses an opportunity to invest in her kids and her spirit is reflected in the peacefulness and joy one sees in the face of every student in the school.
Without a doubt, Banbury is a pretty incredible place to be.
Dedicated Entrepreneur . . .
Profit, margin and bottom line may never enter her mind , but Diane is an entrepreneur in every sense of the word.
Never one to take no for an answer, she has weathered many storms and encountered many trials in her 30 year journey. Like the captain of a ship, she has often sacrificed in order to preserve the integrity and viability of the school. In her world however, these are all merely learning experiences, lessons to add to the repertoire and she welcomes them with grace and humility. Diane is always the first to roll up her sleeves and do whatever is in need of doing. From teaching to sweeping floors, to chauffeuring students, to counselling to answering phones to delivering speeches, Diane does not fill a role as much as she fulfills a purpose.
Banbury Crossroads School is Diane Swiatek's vision, her creation, her pride and her joy. She has moulded it, shaped it, fought for it, given her life to it, and there is precious little that she wouldn't do to protect it.
Mentor/Counsellor/Role Model . . .
In her many years of teaching, one of Diane's greatest joys and largest successes has come from being able to make a difference in the lives of young people. Besides the obvious humility and devotion that the students see enacted every day in her life, Diane has sat with many a student who is in need. Through the years, she has encouraged students when life is difficult and seemingly unbearable at home, been a mediator to students who are experiencing difficulties in their relationships, counselled those who have no idea what to do with their lives after high school, listened to parents who need advice on parenting, mentored new teachers who are usually not experienced with Banbury philosophies, and just embraced those who merely need a shoulder to cry on.
30 years later, the vision continues, the passion is greater than ever, and lives continue to be changed. All of this because one woman, Diane Swiatek, had a dream.
It is my great pleasure to nominate Diane Swiatek for the Woman of Vision award, and although her incredible humility would in all likelihood cause her to disagree, she is quite clearly deserving of this recognition.
...Banbury Crossroads 25th Anniversary
Twenty-five years ago, when we transplanted our family from Ontario to a newer community here in Calgary, we were confronted with a crowded, unsympathetic education system that offered our children a long bus ride to a distant school in a mundane curriculum with no challenges. Ron and I started searching for alternatives to this dilemma, and became acquainted with Diane's Banbury Crossroads Private School. We instantly liked her, and agreed with the methods she employed to instill values, self-esteem and a genuine love of information gathering into each of her charges. In the open-concept schoolroom, she made learning fun, by introducing the children to first-hand experiential situations. Apart from learning the compulsory ABC's, they went camping in the wilderness, traipsed over the hoodoos in dinosaur country, spent a day at a farm, made menus from scratch, learned ballroom dancing, wrote, directed and acted in plays, produced woodworking marvels, and had a hand in animal husbandry right in the classroom, caring for rabbits and guinea pigs. The kids were encouraged to investigate, plan, execute and evaluate the ideas they wanted to explore. Nothing in their imaginations was too weird or out of reach. The varied experiences offered at BC made our two girls eager to go to school, and confident in their learning capabilities.
Diane's teaching methods encouraged children to think and grow outside the ordinary parameters of grades and other measured standards. Students were allowed to progress at their own speed of comprehension, employ critical-thinking skills, and follow their internal drives and desires, and were not kept back because of age restrictions. The low teacher-to-student ratios meant that instructors were always accessible and available for questions and individual attention. As an extra bonus, the younger kids were helped and tutored along by the older classmates.
The vast majority of Diane's graduates have emerged as confident, well-adjusted adults who place a high value on the importance of education, and early introduction to real-life experiences and adventures. Our own girls, Delaney and Rhiannon, are examples of successful individuals who possess high personal standards, confidence, integrity, manners, and are goal-oriented, all attributes of a combination of good parenting and exceptional education.
On behalf of our children, we are grateful to Diane and her staff for their generosity of spirit, and for exposing the Banbury students to a safe learning environment of love, sharing and caring.
Ron and Joy Boyd
May 2005
...May, 2006
Significant.
I think that's the feeling that came to me when I was asked to write this letter. I wanted it to be, first and foremost, significant to communicate something great. To fill this page with words that would leave you with a wow; because, I was there in 1979 when Diane started Banbury Crossroads. It was my first school and perhaps the most important thing in my childhood, as something beyond the home. I wish I could write down how important a good school is but I think that fundamentally it is a thing to be experienced. I don't think I can actually tell you what going to BCrS was like, but it was significant for me, for the people that I was with, for my friends and family.
Choosing Banbury Crossroads is a good choice, because, I believe, that for Diane and the School, children exceed important and pass into treasured. I always felt valued as a student at BCS. It is rare to find an environment that treats children as adults in training, and not as lesser versions of adults. To treat a child as something that is important and something to be respected, unto itself, brings that something to be someone. Perhaps, even someone great. I loved going to that school mostly because of the environment which could be described as: loving, nurturing, open, outward-looking, and full of real life learning.
This letter is a pale and empty version of what I would like it to be, because I cannot write down eight years of collected experience on a single page, or even a stack of pages, and do it justice. I cannot let you know what it feels like to go to this school or to be in a long term relationship with it. I can say that it was significant for me, enough to drag me back across 3033 Km of dirt for the 25th Anniversary, and I still treasure it for what it was, great.
Respectfully and with Great affection
Aaron A. Patella
...It can be hard to believe that so much can come from so little, not that Diane is short. I started at Banbury Crossroads School in 1979. I have a vague, and I do mean vague, memory of a small apartment with stairs and a blonde girl, who was my only classmate that year; how far the school has come in 31 years. For eight of those years I had what I consider the immense privilege to have been a student of Diane Cummings (now Swiatek). I was under her tutelage and her influence for the better part of my formative youth.
To call Diane a visionary would be to understate her stature as a builder. I know that the 60s and the 70s were a period of revolution and change, but the courage that it takes to act on something as important as the education of children, and to fly in the face of convention is an act that unto itself requires a view of the future that is bigger than the mountain that has to be moved.
I am sure that we all remember one of our early teachers with fond memories. I do not, however, know a single spouse that says, I wonder what Ms X would say about that? My wife says that.
I will now talk about myself for a few moments, so bear with me.
After Banbury Crossroads, I attended one of this country's oldest and most prestigious private high schools. I took that school on by the horns. I was head librarian, deputy head of the BCS #2 Cadet Corps. I helped form a student council, coached students in the Intellectual Olympics, joined the adventure training team, ran cross country, skied, and sometimes I learned how to count. When I went to university, I started to get a job, but I kept going with my studies, because I loved to learn new things. I then went into business for myself and ran a B&B from the age of 26, started renovating apartment buildings, built storage facilities, started investing in real estate and raising a family of 4: and most of this in another language.
So, back to Diane, while I don't intend to go on much about myself and I would like to take some of the credit for my life on myself, I owe much to the school that Diane created from nothing.
I think if you take a moment you will be able to infer some of Diane's vision. Diane foresaw a space where kids would be safe, not just from the rain and the wind, but from the expectations and the pressure of family and others. Diane created a school where learning was fun and desirable, where math was learned in the world and the world was at our doorstep. I loved my school because we went to the zoo, and by train to Banff and by bus to Crooked Creek. We learned because we could and the resources were there. We learned because Diane created a crossroads of our curiosity and the world's knowledge.
When children are allowed to explore a topic until they have gone to the depths of their interest, when they are respected in their choices and interests, they inherently feel that they are important and therefore have the confidence to go out and try something that they have never done before, because it is important to them.
Diane is unassuming and gentle; kind and happy, but, make no mistake, she is as strong as steel, and I admire her strength and her endurance.
I returned to Calgary for Banbury Crossroads 25th Anniversary in 2005, and asked her if she had ever thought of giving up, and she said, "Never!" This explains her endurance, for, when we are called by a future that is present for us, opportunities never fail to present themselves.
Diane's vision has kept her going through 31 years of joyous hardship. There is no question that her vision is a laudable one and one that we should support if we feel childhood and children are something important. I sought out a school 5000 kilometres away from Banbury Crossroads that would reflect Diane's creation, but sometimes we think we should move back to Calgary to be closer to Diane's vision.
My wife only met Diane for a few days in 2005 and she still talks about things that she learned from Diane that week. I can only hope that my children will have a chance to live in a world that looks something like what Diane saw.
31 years ago, Diane created the kind of school that we need today. In a world where business and the economy are in the forefront of our ideas, Diane saw a learning environment that takes things and makes the kinds of people who seek autonomy, mastery, and purpose.
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Director’s Message:
Ah! This was a very satisfying year! We turned 35! It is a glorious feeling, to know that Banbury has been available for children and youth for all of this time. As in previous years, our peaceful, collaborative and stimulating environment has enabled our students to devote themselves to learning, without fear and with joy. We have done a lot of things in 35 years, and this year, we discovered even more! The students made pictures out of pebbles, created a time line of Alberta history that went down the hallway, painted a flower portal to the Art Room, published an alphabet book with Plasticene pictures about Banbury that was presented to me after the Gala, created some new forms of Elementary projects, did amazing art with Cristina and Ann in multiple media and original styles, and gained skill in a variety of languages—Russian, Spanish, French and Japanese. One of our secondary students, Haley Mather, participated in the SEEDS Connections Program, which involved online work, an on-site camp and then the creation of her project, a website, www.lets-listen.org, intended to help people to make connections around the world, in order to better understand each other. She also won Third Place in the Optimist Club of Calgary’s Essay Contest. Parts 2 and 3 of the secondary play, The Alliance, were presented at Christmas and at the Awards Ceremony. The White Wave Dance Troupe, composed of students across the age spectrum, and directed by Genevieve Bradford, performed at Christmas and at the Anniversary Gala. Dr. David Helfand, President of Quest University, spoke to us about the Universe. We have been busy.
This year, our students dove deeply into their projects, and pursued answers to their own intrinsic questions through their studies. They explored their environment kinesthetically outside of the school. For instance, the secondary students went to Camp Chief Hector in the Kananaskis, and enjoyed that experience immensely! Inside our school walls, our atmosphere was observed by many visitors and community members to be peaceful, inspiring and comfortable. Although we had the disruption of losing four teachers, for a variety of reasons, the rest of us carried on together to make our usual genuine and caring social connections. Some of these connections were with new, bright and fresh teachers, who cheered us up! We needed to be resilient, because caring social connections are really important for students’ academic growth. Our teachers are here to give long-term mentorship, and to help students feel capable and visible. This visibility is a distinct advantage for intellectual pursuits, because learning is a complicated and interrelated process for young people, and they benefit from guidance. They must become able to set goals, manage priorities, obtain resources, identify topics of special interest, explore their environment, focus, monitor their pace and evaluate results. This process is made much easier, simply because caring adults at Banbury are by their side throughout that long and convoluted process.
We had a great group of students this year! They were pleasant, and had supportive attitudes towards each other. They engaged in helpful, win-win problem solving and spontaneous peer instruction. They collaborated on project design and production. They were even better than the typical students we have had across the years. At our 35th Anniversary Gala, I had prepared a slide production of about 4,500 photos. These images flashing upon the screen made clear one of the most valuable aspects of Banbury—the element of joy. Children have been happy, here! People commented on that at the event. This is no small feat! In our intimate setting, children may be themselves, become self-aware and self-responsible, express themselves through creative means, and, in general, find their voices. When children have a voice, they do not need to yell. They speak with respect and confidence. They care about each other. Happiness within individuals makes it possible to have social cohesion, and to find pleasure in living. This method of schooling has wonderful side effects, and I am so proud to be part of its flowering in the world.
I am deeply grateful to all of the people, over all of these years, who have contributed to the growth of Banbury’s vision. It is a very congruent vision in every way. Everything fits together seamlessly—our approach to communication, our way of dealing with children, the connections created between the real world and their studies, and the collaboration between teachers and parents for the benefit of our children. The photographs show that, no matter who the teachers, or students, or parents were in any given year, the basic vision shines through. It is almost as though Banbury now has a life of its own! It is definitely bigger than any one of us. We are onto something marvelous!
I appreciate, with every fibre of my being, the teachers who have grown with me over these years, especially Karen Harrison, who has been with us for 24 years! This is devotion and strength and intelligent problem solving at its peak. Karen is so fundamentally my right-hand person, and I am eternally grateful for her companionship over our working lives. Anne Bransby-Williams, who was first my friend, then our Pre-School teacher, and now our Office Administrator, has a center-of-the-heart place at Banbury, not just for me, but for all of us. Cristina Atanasiu is another long-time teacher and Renaissance woman, who has helped us grow in three locations. The historical understanding that is gained over many years is very important, because Banbury is, truly, built upon itself year after year. Who we are now is a direct result of who we have ever been. Doan Tran, Ann McKean, and Tara Fry are other devoted teachers who are knowledgeable about how Banbury works and efficient in bringing it to life. We have all seen so much, and know the core of Banbury that persists over time. We have learned different things each year. We have helped each other unselfishly. We have given mutual support, time and kindness to each other. I have needed that support. I have needed to know that I could trust that the teachers here would create this educational world that I envisioned. I could never have gotten this far without all of these people sharing this vision and working hard together to make it happen. Then, I want to acknowledge our newer teachers, because I appreciate so much their energy and enthusiasm and willingness to join in this venture. We are a very special group, and I am so thankful.
The parents, too, have been crucial to the success of our programs, as they have been so supportive of their children, who are the crux of this whole endeavour. Parents have always been important to me, right from the beginning in 1979, when I was still experimenting, and did not incorporate other teachers into the fledgling endeavour. In those early days, I derived emotional and intellectual sustenance from parents, who provided feedback and planning ideas, resources and companionship. Afterwards, when the school grew and teachers joined me, parents continued in their central role. We needed them, and they needed us. This year, parents were obvious contributors in a variety of ways. Steve McIlvenna and his wife, Prudence Hoffman, provided administrative insight. Parents and grandparents contributed donations to our Banbury Crossroads School Society. Jacquie Barnes, who was the lead Event Planner for the 35th Anniversary, is a former parent herself, and she was assisted greatly by many parents who rallied to organize many aspects of the Gala itself, as well as the Silent and Live Auction. I am humbly grateful for their creativity and energy and care. Pamela Mclean, a former parent and current Director of the Society, spoke at the Gala, to let parents know that they need to value the School, and lobby the new NDP government to support Banbury as a Private School, since it performs a useful, visionary educational role model in our culture. Bravo to all of these parents and family members!
Lastly, I want to mention our alumni, which is a group that is growing each year. At the 35th Anniversary Gala, alumni spoke at the podium for the first time in a formal way about how Banbury affected their lives. These alumni were Anne Mclean, Iain Richardson, Delaney Boyd, Dave Crosby, Thomas Kaune, Sarah Jorba, and my son, Liam Cummings. I am so proud of each one of them! I have such fond memories of each one of them; they are part of my life and my heart, too. It is clear to see that the alumni are the true products of this school. It is clear that they are people with initiative and passion and humility. They care about issues that go far beyond their self-interest. They are constructive communicators, effective presenters of ideas, and reasonable critical thinkers. They have moral values and solid characters. They are strong. I knew it would happen, and I have been watching during all these years as it happened, and I am beyond delighted that these individuals, each in their own way, will influence the world they inhabit for its betterment.
I am so proud of this School and grateful for everyone who has given their heart to this endeavour. I have learned so much. I guess that is not surprising…I have been in school all of my life!! I was bored in school when I was a child, but I have never been bored at Banbury!
By Diane Swiatek
June 19th, 2015
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