 The first conversation was with Jim Cambridge, our superintendent, and it was around the idea of taking the Forest Preschool Model, which is something that has worked very successfully in Northern Europe for a number of decades, and seeing whether we could transplant that idea into the Sook School District context in the form of a full-day kindergarten. And so over a period of 18 months, beginning in January of 2011, we developed an advisory group, and that's demonstrated in this Venn diagram behind me, which I don't expect you to be able to read, but I wanted to give you a sense of the amount of collaboration that's taken place. And with input from this advisory group, we developed a nature kindergarten model, which has children going outside for two and a half hours every morning, and then they come back for indoor learning in the afternoon. They follow the kindergarten curriculum, both indoors and outdoors, but they also do three other things, which was the aim of this particular model. The first is to develop a sense of environmental stewardship among these children. The second was to increase their fitness and gross motor levels. And the third was to develop an understanding of our traditional ways of knowing, and that has been largely facilitated and the others will speak to this by having an Aboriginal support worker join the group every Thursday morning. As part of our collaborative partnership, we document and critically reflect on how the children are learning and what they're learning and how we can enhance that learning, support it and bring both of our expertise to it. We go out with kind of an idea about how we can run our day, and then depending on how the children are that day and what they're wanting to learn about, we just increase it by asking questions. We are now collaborating with school districts across the province, with independent schools, with Aboriginal schools, with preschools, with parks and rec, all very interested in looking at the Nature Kindergarten model and bringing it to their particular context.