Banbury Crossroads Independent School


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Banbury Crossroads Independent School is a school based on the “Open Education” or “Integrated Day“ method, which originated in the Modern British Infant Schools. It began in 1979 and we are celebrating our 30th year.

Banbury Crossroads is located in Calgary, Alberta, Canada and we are online at

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Banbury Crossroads Independent School

  1. 1. Banbury Crossroads Independent School Calgary, Alberta
  2. 2. <ul><li>Banbury Crossroads Independent School is a school based on the “Open Education” or “Integrated Day“ method, which originated in the Modern British Infant Schools. It began in 1979 and we are celebrating our 30 th year. </li></ul>
  3. 3. <ul><li>Banbury Crossroads Independent School is based upon the institution and values of the family, rather than the factory. </li></ul>
  4. 4. <ul><li>We trust in the innate curiosity that lies at the heart of all human beings to spur learning within our students. </li></ul>
  5. 6. We treasure children as respected and trusted individuals, and meet their diverse needs in a safe, familial setting. Our goals are to individualize and humanize learning.
  6. 7. We want teachers and students to create meaningful relationships, so that students experience what it feels like to have teachers who really care about their learning.
  7. 8. One aid to our accomplishing these many goals is our small pupil-teacher ratio, which is approximately 10:1.
  8. 10. The ultimate of learning occurs under conditions of the ultimate of relaxation combined with the ultimate of concentration.
  9. 11. Our setting provides small, comfortable and peaceful rooms divided into functional areas. The environment is rich in learning resources, including concrete materials, books and other media.
  10. 12. Teachers are mentors and role models.
  11. 13. This is a tutorial method of instruction, not lecture method. The focus is on learning, not teaching.
  12. 14. Teachers and assistants work generally with individuals or small groups, rarely presenting the same material to the whole class.
  13. 15. The relationship between learner and teacher/guide/agent is one of dual power. Both need to contribute to the decision-making process for optimal learning to occur.
  14. 16. Personal development and learning to mastery are valued goals, in keeping with each student’s unique abilities, learning style, motivation and interests.
  15. 17. The method is inquiry-based and project-oriented across the grades, where “project” means an activity that has a purpose or goal.
  16. 19. The acquisition of basic skills is incidental with such project work, for skills in reading, writing, math and science are seen as obvious necessities in our complex, technological, media-laden era.
  17. 20. These skills are acquired concept by concept, with or without formal instruction, at a time that is personally relevant to the individual student. This is a flexible and reasonable means of transferring basic skills to children.
  18. 21. In the Elementary grades, subjects are integrated in the children’s learning activities. They are free for much of the time to explore the environment, to choose their own activities, as well as where and with whom to pursue them.
  19. 22. On the Senior side, students set their own schedules with the help of mentor teachers, adjusting them to fit their own needs. There are no bells…like in the rest of life.
  20. 23. Since the purpose of education is to teach learners about the world, we do not keep our students within our walls at all times. We take them out.
  21. 25. We allow our children to have much direct contact with their environment outside the school, in order to encourage an understanding of, and respect for, the world they live in.
  22. 28. We engage our students in a huge variety of sports outings, all at community sites, and with expert instruction.
  23. 31. Field trips offer opportunities to explore both the urban environment and the natural environment in both urban and rural areas.
  24. 34. Volunteerism is encouraged both as groups and individually.
  25. 35. All Junior and Senior students carry out internships one day per week within the community. It is to be built upon a personal passion or interest. Work participation then extends to designing a project that will contribute to that work site and/or to a student’s own personal skill development.
  26. 36. We value cooperative learning in a non-competitive atmosphere.
  27. 37. Multi-aged grouping mirrors the world outside, encourages children to become comfortable dealing with a variety of ages, and allows children to truly work at their own pace.
  28. 40. Learning is a process that teaches both children and adults, interdependently.
  29. 41. The students grow by sharing the journey of discovery with caring teacher mentors, peers and family.
  30. 43. We encourage students to believe in themselves, by appealing to their intrinsic motivation, in a atmosphere free from rewards and punishment.
  31. 44. Children receive practical support for goal setting, self-discovery, time management and perseverance. They develop autonomy.
  32. 46. Motivation for learning can also arise from children’s association with their peers. It brings intellectual stimulation and interdependence.
  33. 48. We make it easy for them to approach a peer for instruction.
  34. 49. This is a student-paced method. Since students are all working at different levels, it is self-competitiveness and development that is stressed. They can truly work according to their own unique pattern of perception, motivation and timing, in a socially comfortable manner.
  35. 50. This democratic method fosters self-responsibility and self-esteem, both of which attributes are useful for showing environmental stewardship and for maintaining our democratic society.
  36. 51. Young people need to think beyond themselves. They need to develop a social conscience.
  37. 54. One of our most outstanding attributes is that we exert tremendous energy to develop effective social skills in a harmonious environment.
  38. 56. We model empathy and active listening towards students during conflict resolution sessions.
  39. 57. We encourage children to use constructive communication and negotiation strategies, as well as mutual respect, to promote effective problem solving based upon consensus whenever possible.
  40. 59. We see each child as a whole individual, with dreams, hopes, fears and feelings. We care for the well-being and happiness of each student, as well as their growth in academic areas.
  41. 60. Teachers are able to encourage such personal growth and connectedness by helping children experience a balanced life, with a broad range of interests and skills.
  42. 61. Opportunities abound for self-expression, in displaying skills, knowledge and creative endeavours, such as art.
  43. 66. Each day is an active one. To quote one of our students, “The opposite of work is rest.”
  44. 67. Imagine the future…
  45. 68. When students grow up thinking of the world as an exciting place, full of interesting things to learn…
  46. 69. When young people develop empathy and caring for each other, and learn to solve problems…
  47. 70. When children learn from a young age that they are able to learn, that is profitable for them, and that they enjoy doing it…
  48. 71. When they learn to live peacefully together with all people…
  49. 72. Theirs will be the world, and everything in it!
  50. 74. Banbury is our gift to the future!
  51. 75. <ul><li>Contact us at </li></ul><ul><li>403-270-7787 </li></ul><ul><li>[email_address] </li></ul><ul><li> </li></ul>