Banbury Crossroads School

• Curriculum Progressive
  [Show definition of Curriculum]

  Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

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  Curriculum approach at Banbury Crossroads: Progressive

  Banbury Crossroads has a Progressive approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).

  [Show: About Progressive?]

  Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.

  Curriculum at schools on OurKids.net

    Progressive - 28%
    Traditional - 43%
    Liberal arts - 15%
    Montessori - 12%
    Reggio Emilia - 1%
    Waldorf - 1%
  

  What Banbury Crossroads says: Banbury's unique Self-Directed philosophy offers an individualized learning environment for children ages 3 through 18. Banbury is founded on mutual respect; thus, it enables students to achieve the academic mastery appropriate to their own interests, abilities and motivation. Character development is promoted. The combination of a low-ratio, student-paced program existing within a multi-aged setting, is most conducive to not penalizing students socially for being academically behind or ahead of their peers. Students are mentored to take responsibility for their own education through inquiry-based and kinesthetic projects, and community-focused learning. They devise their own schedules, develop intrinsic motivation, and learn skills in time management, goal setting and self assessment. Secondary students participate in contributive internships at community businesses. Students assess career options, develop meaningful and trusting relationships with adults, and cultivate altruism, empathy and communication skills. Banbury's well-balanced approach creates an enriching and inspiring school experience that promotes the development of autonomy and confidence. These two elements are necessary for students' engagement in the academic, emotional and social aspects of post-secondary education and adult life.

  Approach:

  Focus	Special needs
  Academic	Gifted

  Pedagogies and subject courses:

  • Mathematics Equal Balance
    Mathematics approach at Banbury Crossroads: Equal Balance

    Banbury Crossroads has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).

    [Show: About Equal Balance?]

    These math programs feature an equal balance of “Traditional” and “Discovery” methods.

    Mathematics at schools on OurKids.net

      Equal balance - 66%
      Traditional math - 29%
      Discovery math - 5%
    

    What Banbury Crossroads says: Banbury has both "Traditional Math" and "Discovery Math" teaching methods.

    Textbooks and supplementary materials: Math text books used are part of the Alberta Curriculum.

    Calculator policy: Calculators are used in our math programs, as a useful skill and resource.

  • Early Reading Balanced Literacy
    Early Reading approach at Banbury Crossroads: Balanced Literacy

    Banbury Crossroads has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive , Whole Language approach).

    [Show: About Balanced Literacy?]

    Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.

    Early Reading at schools on OurKids.net

      Balanced literacy - 56%
      Phonics-intensive - 42%
      Whole language - 2%
    

    What Banbury Crossroads says: Banbury has a balanced literacy program. We teach children to read when they are ready, which could be any time from age 3 through age 7. We offer individual reading lessons, and teach story writing through dictated stories, as well as their own journalling and writing to accompany relevant activities. Phonics is taught as a strategy to de-code words.

    DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    What Banbury Crossroads says: This information is not currently available.

  • Writing Equal balance
    Writing approach at Banbury Crossroads: Equal balance

    Banbury Crossroads has an Equal balance approach to Writing (as opposed to Systematic approach , Process approach approach).

    [Show: About Equal balance?]

    Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.

    Writing at schools on OurKids.net

      Equal balance - 79%
      Systematic approach - 10%
      Process approach - 11%
    

    What Banbury Crossroads says: Banbury has a balanced approach to writing. Writing occurs in relevant and meaningful situations. Students are assisted individually, and encouraged to write independently as well. There is a huge focus on writing, all through the grades, as there is always a teacher available to assist students in their writing. Writing is only as good as a person's thinking. We assist students in clarifying their thoughts, organizing their points logically and reasonably, making linking statements and suitable introductions and conclusions. All students need to be shown how to "cut and paste" in the literal sense. This means that all students need instruction at some point of their lives in creating quality written work. We have had students write essays for diploma exams in which they receive 100%. Of course, individual talent is a huge contributor to this. However, we tend to increase students' skill in writing.

  • Science Equal Balance
    Science approach at Banbury Crossroads: Equal Balance

    Banbury Crossroads has an Equal Balance approach to Science (as opposed to Expository , Inquiry approach).

    [Show: About Equal Balance?]

    Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.

    Science at schools on OurKids.net

      Equal balance - 70%
      Expository - 5%
      Inquiry - 25%
    

    Teaching approach: Banbury has a balanced approach to the Sciences. We include field trips, experiments and hands-on project work as fundamental means of making science come alive for our students.

    Treatment of evolution:

    Subject	offered
    Evolution as consensus theory
    Evolution as one of many equally viable theories
    Evolution is not taught

    Topics covered in curriculum:

    Subject	offered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Literature Equal Balance
    Literature approach at Banbury Crossroads: Equal Balance

    Banbury Crossroads has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).

    [Show: About Equal Balance?]

    These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

    Literature at schools on OurKids.net

      Equal balance - 73%
      Traditional - 23%
      Social justice - 4%
    

    What Banbury Crossroads says: Banbury has a balanced approach to literature. We follow the Alberta Programs of Study, and give students much leeway in choice of novels, plays, poetry, and so on, for their chosen assignments. We utilize projects with an interdisciplinary focus.

  • Social Studies Core Knowledge
    Social Studies approach at Banbury Crossroads: Core Knowledge

    Banbury Crossroads has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities , Thematic approach).

    [Show: About Core Knowledge?]

    Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).

    Social Studies at schools on OurKids.net

      Core knowledge - 43%
      Expanding communities - 26%
      Thematic - 31%
    

    What Banbury Crossroads says: Banbury teaches core knowledge of history and geography.

  • Humanities and Social Sciences Pragmatism
    Humanities and Social Sciences approach at Banbury Crossroads: Pragmatism

    Banbury Crossroads has a Pragmatism approach to Humanities and Social Sciences (as opposed to Perennialism , Equal Balance approach).

    [Show: About Pragmatism?]

    Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.

    Humanities and Social Sciences at schools on OurKids.net

      Pragmatism - 8%
      Perennialism - 9%
      Equal balance - 83%
    

    What Banbury Crossroads says: Banbury has a more pragmatic approach to social sciences in Grade 7 and higher.

  • Foreign Languages Communicative
    Foreign Languages approach at Banbury Crossroads: Communicative

    Banbury Crossroads has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual , Equal Balance approach).

    [Show: About Communicative?]

    The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.

    Foreign Languages at schools on OurKids.net

      Communicative - 35%
      Audio-lingual - 2%
      Equal balance - 63%
    

    What Banbury Crossroads says: Banbury uses the communicative method for teaching foreign languages.

  • Fine Arts Equal Balance
    Fine Arts approach at Banbury Crossroads: Equal Balance

    Banbury Crossroads has an Equal Balance approach to Fine Arts (as opposed to Receptive , Creative approach).

    [Show: About Equal Balance?]

    These programs have an equal emphasis on receptive and creative learning.

    Fine Arts at schools on OurKids.net

      Equal balance - 60%
      Receptive - 1%
      Creative - 39%
    

    Program offers:

    Subject	offered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What Banbury Crossroads says: Banbury has an expressive approach in our visual studio program.

  • Computers and Technology Medium integration
    Computers and Technology approach at Banbury Crossroads: Medium integration

    Banbury Crossroads has a Medium integration approach to Computers and Technology (as opposed to Light integration , Heavy integration approach).

    [Show: About Medium integration?]

    Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

    Computers and Technology at schools on OurKids.net

      Medium integration - 48%
      Light integration - 20%
      Heavy integration - 32%
    

    What Banbury Crossroads says: Banbury includes the role of computers and technology in our curriculum.

    Program covers:

    Subject	offered
    Computer science
    Robotics
    Web design

  • Physical Education

    What Banbury Crossroads says: Physcial Education at Banbury, has an extensive outdoor component, including horseback riding, skiing, archery, golf, hiking, and canoeing. Many of our indoor activities such as volleyball, basketball, badminton and wall-climbing are conducted off-site in recreation centres. Other indoor activities include swimming, bowling, and yoga. Many games are played on the fields and grounds near our school.

  • Advanced Placement courses
    AP English Literature and Composition
  • Sex and health education Alberta curriculum
    Sex and health education approach at Banbury Crossroads: Alberta curriculum

    Banbury Crossroads has an Alberta curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

    [Show: About Alberta curriculum?]

    The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

    Sex and health education at schools on OurKids.net

      Follows provincial curriculum - 54%
      Does not follow prrovincial curriculum - 46%
    

    Approach to sex and health education:

    Banbury Crossroads has a approach Mostly value-neutral (as opposed to Fairly value-based approach).

    [Show: About Mostly value-neutral?]

    By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

    Banbury Crossroads's approach to sex-ed: Our Sex-ed program is offered according to the Alberta Curriculum for each grade required.

  
  

  Jump to:

  • Mathematics

  • Early Reading

  • Writing

  • Science

  • Literature

  • Social Studies

  • Humanities and Social Sciences

  • Foreign Languages

  • Fine Arts

  • Computers and Technology

  • Physical Education

  • Advanced Placement courses

  • Sex and health education
• Preschool/K Curriculum Play-based
  [Show definition of Preschool/K Curriculum]

  Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

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  Preschool/K Curriculum approach at Banbury Crossroads: Play-based

  Banbury Crossroads has a Play-based approach to Preschool/K Curriculum (as opposed to Montessori, Waldorf, Reggio Emilia, Academic approach).

  [Show: About Play-based?]

  Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.

  Preschool/K Curriculum at schools on OurKids.net

    Play-based - 20%
    Montessori - 29%
    Waldorf - 2%
    Reggio emilia - 6%
    Academic - 43%
  

  What Banbury Crossroads says: Banbury Crossroads has a Self-Directed Kindergarten and Pre-school program. The structure is based on the Modern British Infant System, from which came our modern ideas around "centers" and "integrated project work", as well as "constructivism" in the learning process. Our school follows this structure and philosophy from junior kindergarten through Grade Twelve. It involves multi-aged grouping, individualized instruction, mastery learning, kinesthetic projects, teacher mentorship, free play and contact with the community.

• Curriculum Pace Student-paced
  [Show definition of Curriculum Pace]

  This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

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  Curriculum Pace approach at Banbury Crossroads: Student-paced

  Banbury Crossroads has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).

  [Show: About Student-paced?]

  The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.

  Curriculum Pace at schools on OurKids.net

    Student-paced - 27%
    Standard-enriched - 57%
    Accelerated - 16%
  

  What Banbury Crossroads says: Banbury Crossroads is a Self-Directed school. Students take responsibility for their own education through inquiry-based and kinesthetic projects, and community focused learning. They devise their own schedules, develop intrinsic motivation, and learn skills in time management, goal setting and self assessment. Students learn to mastery.

  Flexible pacing style

  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

  What Banbury Crossroads says about flexible pacing: This information is not currently available.

• Academic Culture Supportive
  [Show definition of Academic Culture]

  Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

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  Academic Culture approach at Banbury Crossroads: Supportive

  Banbury Crossroads has a Supportive approach to Academic Culture (as opposed to Rigorous approach).

  [Show: About Supportive?]

  A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.

  Academic Culture at schools on OurKids.net

    Supportive - 52%
    Rigorous - 48%
  

  What Banbury Crossroads says: Self-Directed Learning is the norm at Banbury Crossroads School. We have a very supportive environment for academics at the school. The students have an attitude towards accomplishment more like that at university. There is no teasing for being "a brain" here.

• Developmental priorities Balanced
  [Show definition of Developmental priorities]

  Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

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  Primary Developmental Priority: Balanced

  "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

  Secondary Developmental Priority: Emotional

  The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."

  What Banbury Crossroads says: We know that learning happens in all realms at once: physical, emotional, intellectual, creative, social. Banbury\'s well balanced approach creates an enriching and inspiring school experience that promotes the development of autonomy and confidence. These two elements are necessary for students\' engagement in the academic, emotional and social aspects of post secondary education and adult life.

• Special needs support Withdrawal Assistance
  [Show definition of Special needs support]

  Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

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  Banbury Crossroads offers Withdrawal Assistance

  Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.

  What Banbury Crossroads says about their special need support: Banbury can offer accommodations for children with mild learning disabilities.

  Academic Support:

  Subject Type	offered
  Learning strategy and study counselling; habit formation
  Extra support and minor accommodations for children experiencing subclinical difficulties

  Mild but clinically diagnosed ADHD:

  Subject Type	offered
  Accommodations
  Modifications
  Extra support

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  Summary: We are not a special needs school. We can accommodate students with mild needs, as long as they can function within our self-directed learning classes.

  A - Forms of Support

  Accommodation:

  Modification:

  Remediation:

  B - Environments

  Indirect Support:

  Resource Assistance:

  Withdrawal Assistance:

  Partial Integration:

  Full-Time Class:

  
  

  Special NeedNeed

  Forms of SupportA

  EnvironmentsB

  ADHD

  • Learning disabilities
    Dyslexia (Language-Based Learning Disability)

    This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.

    Auditory Processing Disorder (APD)

    This is a sound differentiation disorder involving problems with reading, comprehension, and language.

    Dyscalculia

    This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.

    Dysgraphia

    This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.

    Language Processing Disorder

    This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.

    Nonverbal Learning Disorders (NLD)

    These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.

    Visual Perceptual/Visual Motor Deficit

    A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
  • Developmental
    Autism

    Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).

    Asperger's Syndrome

    On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.

    Down syndrome

    his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.

    Intellectual disability

    This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).

    Williams syndrome

    This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.

    Fetal Alcohol Spectrum Disorder (FASD)

    Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
  • Behavioral and Emotional
    Troubled behaviour / troubled teens

    roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.

    Clinical Depression

    This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.

    Clinical anxiety

    This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.

    Suicidal thoughts

    This involves persistent thoughts about ending one's life.

    Drug and alcohol abuse

    This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.

    Oppositional Defiant Disorder (ODD)

    This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
  • Physical
    Multiple sclerosis

    This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.

    Cerebral palsy

    his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.

    Muscular dystrophy

    Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.

    Spina Bifida

    This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.

    Dyspraxia (Developmental Coordination Disorder)

    This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.

    Blindness

    Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."

    Deafness

    Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).

    Cystic Fibrosis

    Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.

    Multiple physical

    Accommodating a wide range of physical conditions and disabilities.

  Read our guide to special needs schools and special education

• Gifted learner support Dedicated gifted school
  [Show definition of Gifted learner support]

  Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

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  Dedicated gifted programs:

  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.)

  In-class adaptations:

  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)

  What Banbury Crossroads says: Banbury is an excellent place for gifted students. It provides multitudinous opportunities for student ideas and input towards their assignments and projects. There is a huge component of long-term teacher mentorship and discussion. We use a hands-on approach and take students out into the world to explore. We offer internships, volunteerism and visits from interesting people. We see the world as our focus. We take older students on trips out of the country.

• Language English
  Banbury Crossroads offers English as the primary language of instruction.

  Language of enrollment include: English, Any foreign language
• Homework Policy
  [Show definition of Homework Policy]

  Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

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  In grade Gr. 12, Banbury Crossroads students perform an average of No homework of homework per night.

  Nightly Homework

  	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	30 mins	35 mins	41 mins	52 mins	56 mins	69 mins	80 mins	98 mins	108 mins

  What Banbury Crossroads says about their flipped classroom policy: This information is not currently available.

• Report Card Policy
  [Show definition of Report Card Policy]

  While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

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  How assessments are delivered across the grades:

  Prose (narrative)-based feedback	JK to Gr. 12
  Parent-teacher meetings	JK to Gr. 12

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 35^th 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 35^th 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 35^th 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 19^th, 2015