1.Introduction
1.1On 20 January2011 the SecretaryofState forEducation,the Rt.Hon.MichaelGove MP,confirmed the Government’sintention to review the National Curriculumin England.
1.2Thisdocumentsets out,for thepurposes ofpublicconsultation,a revised framework forthe National Curriculumthatisthe productof that review.Thisframework includes:
contextual informationaboutboth the overall school curriculumand the statutoryNational Curriculum,including the statutorybasisofthe latter
proposed aimsfor thestatutoryNational Curriculum
proposed statements on inclusion,and on the developmentofpupils’ competence in language,literacy,and numeracyacross the school curriculum
revised programmesofstudy for all the National Curriculumsubjectsother than forKeyStage 4 English,mathematicsand science.These are being published separatelyforinformation
at will follow oncefurther detailsaboutthe plannednew Key Stage 4 qualificationsin these subjectsare available.
1.3The consultation documentthat accompaniesthisframeworkasksa number of questions aboutthe contentand implementation oftheNational Curriculum. The deadline forresponsestothe consultation is16 April 2013.
1.4SubjecttoMinisters’ final decisions,and to the approval ofParliament,itis the Government’sintention that the final versionofthisframeworkwill be published in the autumn of 2013,and thatthe elementsthatrequire statutoryforcewill come into
effectfromSeptember2014.
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2.The school curriculum in England
2.1Everystate-funded school mustoffera curriculumwhich isbalanced and broadly based1 and which:
promotesthe spiritual,moral,cultural,mental and physical developmentof pupilsatthe school and ofsociety,and
preparespupilsatthe school forthe opportunities,responsibilitiesand experiencesoflaterlife.
Allstate schoolsare also required to makeprovision fora dailyactofcollective worship and must teach religiouseducation to pupilsateverykeystage and sex education to pupils in secondaryeducation.
2.2Maintainedschoolsin England are legallyrequired to follow the statutoryNational Curriculumwhich setsoutin programmesof study,on the basisofkeystages, subjectcontentfor core and otherfoundationsubjects thatshould be taughttoall
pupils.All schoolsmustpublish theirschool curriculumbysubjectand academicyear online.2
2.3All schoolsshouldmake provision forpersonal,social,health and economic education (PSHE),drawing on good practice.Schoolsare also freeto include other subjectsor topicsoftheirchoice in planningand designing theirown programme of education.
1 See Section 78 ofthe 2002 Education Act: which appliesto all maintained schools.Academiesare also required to offera broad and balanced curriculumin accordancewith Section
1ofthe 2010 AcademiesAct;
2 FromSeptember2012,all schoolsare required to publish information in relation to each academicyear,relating to the contentofthe school’scurriculumfor each subjectand details abouthowadditional information relating to the
curriculummaybe obtained:
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3.The National Curriculum in England
Aims
3.1The National Curriculumprovidespupils with an introduction to thecore knowledge thattheyneed to be educated citizens.It introducespupilsto the bestthat hasbeen thoughtand said;and helpsengenderan appreciationofhumancreativityand achievement.
3.2The National Curriculumis justone elementin the education ofeverychild. There is time and space in the school dayand in each week,termand year to range beyond the National Curriculumspecifications.The National Curriculumprovidesan outline of core knowledge around which teacherscan develop exciting and stimulating lessons.
Structure
3.3Pupilsofcompulsoryschool agein communityand foundation schools,including community special schoolsand foundation special schools,and in voluntaryaided and voluntarycontrolled schoolsmustfollow the National Curriculum. It isorganised
onthe basisof fourkeystages3 andtwelve subjects,classified in legal termsas‘core’
and‘otherfoundation’subjects.
3.4The SecretaryofState forEducation isrequired bylegislation to publish programmes ofstudy for each National Curriculumsubject, setting out the ‘matters,skillsand processes’ to be taughtat each keystage.Schoolsare free to choose how they organise theirschool day,aslong asthe contentofNational Curriculumprogrammes ofstudyis taughtto all pupils.
3 The KeyStage 2 programmesof studyforEnglish,mathematicsand science are presented in this documentas
‘lower’ (Years3 and 4) and ‘upper’ (Years5and 6).Thisdistinction ismade asguidanceforteachersand isnot reflected in legislation.The legal requirementisto coverthe contentoftheprogrammesofstudyforYears3 to 6 bytheend ofKeyStage 2.
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3.5The proposed structure ofthe new National Curriculum,in terms of which subjectsare compulsoryateach keystage,is setoutin the table below:
KeyStage1 / KeyStage
2 / KeyStage
3 / KeyStage
4
Age / 5– 7 / 7– 11 / 11– 14 / 14– 16
Yeargroups / 1– 2 / 3– 6 / 7– 9 / 10– 11
Coresubjects
English / / / /
Mathematics / / / /
Science / / / /
Otherfoundation subjects
Artand design / / /
Citizenship / /
Computing4 / / / /
Design andtechnology / / /
Foreignlanguages/modern foreign languages5 / /
Geography / / /
History / / /
Music / / /
Physical education / / / /
Figure 1 Proposed structure of the newNational Curriculum
Key Stage 4 entitlement areas
3.6The arts(comprisingartand design,music, dance,drama and media arts),design and technology,the humanities(comprisinggeographyand history)and modern foreign languagesarenotcompulsoryNational Curriculumsubjectsafter theage of
14,butall pupilshavea statutory entitlementtobe ableto studyasubjectin each of those four areas.
4 Subjectto theoutcome ofconsultation on changing the subjectfrom‘informationand communication technology’ to
‘computing’.
5 AtKeyStage2 the subjecttitle is‘foreign languages’;atKeyStage 3 itis‘modern foreign languages’.
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3.7The statutoryrequirementsof the entitlementareasare:
schoolsmustprovide accessto a minimum ofone course in each ofthe fourentitlementareas
schoolsmustprovide the opportunityforpupilsto take a course in all four areas,should theywish to do so
a course thatmeets the entitlementrequirementsmust give pupilsthe
opportunityto obtain an approvedqualification.
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4.Inclusion
Setting suitable challenges
4.1Teachersshould sethigh expectationsforeverypupil.Theyshouldplan stretching workforpupilswhose attainment issignificantlyabove the expected standard.They have an even greater obligation to plan lessonsforpupilswho have low levelsofprior attainment orcome fromdisadvantaged backgrounds.Teachersshould use appropriateassessmentto settargetswhich are deliberatelyambitious.
Responding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils
4.2Teachersshould take accountof theirdutiesunderequal opportunitieslegislation that coversdisability,ethnicity,gender,sexual identity,genderidentity,and religion or belief.
4.3A wide range ofpupilshave special educational needs,manyofwhomalso have disabilities.Lessonsshould be planned to ensure thatthere are no barrierstoevery pupil achieving.In manycases,such planning will mean that these pupilswill be able to study the full National Curriculum.The SEN Code ofPracticewill includeadvice on approachesto identification ofneed which can supportthis. A minorityofpupils will need accessto specialistequipmentand differentapproaches.The SEN Code of Practice will outline whatneedsto be done forthem.
4.4Manydisabled pupils have little need foradditional resourcesbeyond the aidswhich theyuse aspartof theirdailylife.Teachersmustplan lessonsso thatthese pupils can studyeveryNational Curriculumsubject. Potential areasofdifficultyshouldbe identified and addressed atthe outsetof work.
4.5Teachersmustalso take accountof the needsofpupilswhose first language isnot English.Monitoring ofprogressshould take accountof the pupil’sage,lengthof time in thiscountry, previouseducational experience and abilityin otherlanguages.
4.6The abilityofpupilsforwhomEnglish isanadditional language to take part in the National Curriculummaybe in advance oftheircommunicationskills in English. Teachersshould planteaching opportunitiesto help pupilsdevelop theirEnglish and should aimto provide the supportpupilsneedtotake partin all subjects.
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5.Language, literacyand numeracy
5.1Teachersshould develop pupils’ spoken language,reading and writing asintegral aspectsofthe teaching ofevery subject.Fluencyin the English language is an essential foundation forsuccessin all subjects.
5.2Teachersshould also use everyrelevantsubject to develop pupils’mathematical fluency.Confidence innumeracyand othermathematical skillsisa precondition of successacrossthe National Curriculum.
Spoken language
5.3Pupilsshould be taughtto speak clearlyandconveyideasconfidentlyusing Standard English.Theyshould learn to justifyideaswith reasons; askquestionsto check understanding;develop vocabularyand build knowledge;negotiate;evaluate and build on the ideasofothers;and selecttheappropriateregisterfor effective communication.Theyshould be taughtto give well-structured descriptionsand
explanationsand develop theirunderstanding through speculating,hypothesising and exploring ideas.Thiswill enable themto clarifytheirthinking aswell asorganise their ideasforwriting.
Reading and writing
5.4Teachersshould develop pupils’ reading andwriting in all subjectsto supporttheir acquisitionofknowledge.Pupilsshould be taughtto read fluently,understand extended prose,both fiction and non-fiction,and be encouraged to read forpleasure. Schoolsshould do everything topromote widerreading.Theyshould providelibrary facilitiesand setambitiousexpectationsforreading athome.Pupilsshould develop the stamina and skillsto write at length,with accurate spelling andpunctuation.They should be taughtthe correctuseofgrammar.Theyshould build onwhatthey have been taughttoexpandthe rangeoftheirwriting and the varietyofthe grammarthey use.The writing theydo should include narratives,explanations,descriptions, comparisons,summariesand evaluations:such writing supportsthemin rehearsing,
understanding and consolidatingwhattheyhave heard orread.
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Numeracy andmathematics
5.5Teachersshould develop pupils’ numeracyin all subjectsso that theyunderstand and appreciatethe importance ofmathematics. Pupilsshould be taughtto apply arithmetic fluentlyto problems,understand and use measures,estimate when using calculators and othertechnologiesto produce results,and then interpretthem appropriately. Pupilsshould applytheirgeometricand algebraicunderstanding,and relate their understanding ofprobabilityto the notionsofriskand uncertainty. Theyshould also understandthe cyclical processofcollecting,presentingand analysing data.They should be taughtto applytheirmathematicsto both routine and non-routine problems, including breaking down more complex problemsinto a seriesofsimplersteps.
Mathematics Introduction Purpose of study
Mathematicsisa creative and highlyinter-connected discipline thathasbeen developed
overcenturies,providing the solution to some ofhistory’smostintriguing problems.Itis essential toeverydaylife,critical to science,technologyand engineering,and necessary in mostformsofemployment.Ahigh-qualitymathematicseducation thereforeprovidesa foundationforunderstanding the world,the abilityto reason mathematically,and a sense ofenjoymentand curiosityaboutthe subject.
Aims
TheNational Curriculumfor mathematicsaimsto ensure thatall pupils:
become fluentin the fundamentalsofmathematics,including through varied and frequentpractice with increasinglycomplexproblemsovertime, so thatpupils have conceptual understanding and are ableto recall and applytheirknowledge rapidlyandaccuratelyto problems
reason mathematicallybyfollowing a line ofenquiry,conjecturing relationships and generalisations,and developing an argument, justification orproofusing mathematical language
can solve problems byapplyingtheirmathematicstoa varietyof routine and non- routine problemswith increasing sophistication,including breakingdown problems into a seriesofsimpler stepsandpersevering in seeking solutions.
Theprogrammesof studyare organised in a distinctsequence andstructured into separate domains.Pupilsshouldmake connectionsacrossmathematical ideasto develop fluency,mathematical reasoning and competence in solving increasingly sophisticated problems.Theyshould also applytheirmathematical knowledge to science and othersubjects.
Information and communication technology (ICT)
Calculatorsshould notbe used asa substitute for good written and mental arithmetic. Theyshould thereforeonlybe introduced nearthe endofKeyStage 2 to supportpupils’ conceptualunderstanding and exploration ofmore complex numberproblems,ifwritten and mentalarithmetic are secure. In both primaryand secondaryschools,teachers should usetheir judgementaboutwhen ICT toolsshouldbe used.
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Spoken language
TheNational Curriculumfor mathematicsreflectsthe importance ofspoken language in pupils’ development acrossthe whole curriculum– cognitively,sociallyand linguistically. The qualityand varietyoflanguage thatpupilshearand speakare keyfactorsin developingtheirmathematical vocabularyand presenting a mathematical justification, argumentorproof. Theymustbeassisted in making theirthinkingclearto themselvesas well asothersand teachersshould ensure thatpupilsbuild secure foundationsbyusing discussion to probe and remedytheirmisconceptions.
School curriculum
Theprogrammesof studyformathematicsare setout year-by-yearforKeyStages1 and
2.Schoolsare,however,onlyrequired to teach the relevantprogramme of studybythe end ofthekeystage. Within each keystage,schoolstherefore have the flexibilityto introduce contentearlierorlater than setoutin the programme of study.Inaddition, schoolscan introducekeystagecontentduring an earlierkeystage,ifappropriate.All schoolsarealso required to setouttheirschool curriculumfor mathematicson a year-by- yearbasisand make thisinformation available online.
Attainment targets
Bythe end ofeach keystage,pupilsare expected to know,applyand understand the matters,skillsand processesspecified in the relevantprogramme ofstudy.
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Key Stage 1
Theprincipal focusof mathematicsteachingin KeyStage 1 isto ensure that pupils develop confidence and mental fluency with whole numbers,counting and place value. Thisshouldinvolve working with numerals,wordsand the fouroperations,including with practical resources(e.g.concreteobjectsand measuring tools).
Atthisstage,pupilsshould develop theirabilityto recognise,describe,draw,compare and sortdifferentshapesand use the related vocabulary.Teaching should alsoinvolve using a range ofmeasuresto describe and compare differentquantitiessuch aslength, mass,capacity/volume,time andmoney.
Bythe end ofYear2, pupilsshould know thenumberbondsto 20 and be precise in using and understanding place value.An emphasison practice atthisearlystage will aid fluency.
Pupilsshould read and spell mathematical vocabulary, ata level consistentwith their increasing word reading and spelling knowledge atKeyStage 1.
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Year1
Year1 programme of study(statutoryrequirements) / Notesand Guidance (non-statutory)Numberand place value
Pupilsshould be taughtto:
countto and across100,forwardsand backwards, beginningwith 0 or1, orfromanygiven number(From Year 2)
count,read and write numbersto100 in numerals,countin differentmultiplesincluding ones,twos, fivesand tens(From Year 2)
given a number,identifyone more and one less
identifyandrepresent numbersusing concrete objectsand pictorial representationsincluding the numberline,anduse the language of:equal to,more than,lessthan (fewer), most,least
read and write numbersfrom 1to20 in digitsand words. / Numberand place value
Pupilsshould practisecounting (1,2,3),ordering (e.g.first, second,third),ortoindicate a quantity(e.g.3 apples,2 centimetres),including solving simple concrete problems,until they are fluent.
Theyshould practise counting asreciting numbersandcounting as enumerating objects,and counting in ones,twos,fivesand tens fromdifferentmultiplesto develop theirrecognition ofpatternsin the numbersystem (e.g.odd and even numbers).They connect these patternswith objectsand with shapes,including through varied andfrequentpractice ofincreasinglycomplex questions.
Pupilsbegin to recognise place value in numbersbeyond 20 by reading,writing,counting and comparing numbersup to 100, supported byconcrete objectsand pictorialrepresentations.
Additionand subtraction
Pupilsshould be taughtto:
read,writeand interpretmathematical statementsinvolving addition (+),subtraction (-) and equals(=)signs
representand use numberbondsand related subtraction / Additionand subtraction
Pupilsshould memorise and reason with numberbondsto 10 and
20in several forms (e.g.9 +7=16;16 – 7 =9;7 =16- 9).They should realise the effectof adding orsubtracting zero.
Pupilsshould combine and increase numbers,counting forwards
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Year1 programme of study(statutoryrequirements) / Notesand Guidance (non-statutory)factswithin 20(From Year 2)
add and subtractone-digitand two-digitnumbersto 20 (9 +
9,18 -9), including zero
solve simple one-step problemsthatinvolveaddition and subtraction,using concrete objectsand pictorial representations,and missing numberproblems. / andbackwards.
Theyshould discussand solve problemsin familiarpractical contexts,including using quantities.Problemsshould include the termsput together,add,altogether,total,take away,distance between,more thanand lessthan so that pupilsdevelop the conceptof addition and subtraction and are enabled to use these operationsflexibly.
Multiplication and division
Pupilsshould be taughtto:
solve simple one-step problems involving multiplicationand division,calculating the answerusing concrete objects, pictorial representationsand arrayswith thesupportofthe teacher. (From Year 2) / Multiplication and division
Throughgrouping andsharing small quantities,pupilsshould begin to understand multiplication and division;doubling numbersand quantities,and findingsimple fractionsofobjects,numbersand quantities.
Theyshould make connections between arrays,numberpatterns, and counting in twos,fivesand tens.
Fractions
Pupilsshould be taughtto:
recognise,find and name a halfasone oftwo equal partsof an object,shape orquantity
recognise,find and name a quarterasone offour equal / Fractions
Pupilsshould be taught 1/2 and1/4 asoperatorson discrete and continuousquantities bysolving problemsusing shapes,objects and quantities.Forexample,theycould recognise andfind halfa length,quantity,set of objectsorshape.Pupilsconnecthalvesand quarterstothe equal sharing andgrouping ofsetsof objectsand to
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Year1 programme of study(statutoryrequirements) / Notesand Guidance (non-statutory)partsofanobject,shape orquantity. / measures,aswell asrecognisingand combining halvesand
quartersas partsof awhole.
Measures
Pupilsshould be taughtto:
compare,describe and solve practical problemsfor:
lengthsand heights(e.g.long/short,longer/shorter, tall/short,double/half)
massorweight(e.g.heavy/light,heavierthan,lighter than)
capacity/volume (full/empty, morethan,lessthan, quarter)
time (quicker,slower, earlier,later)
measure and begin torecord thefollowing:
lengthsand heights
mass/weight
capacityand volume
time (hours,minutes,seconds)
recogniseand know the value ofdifferentdenominationsof coinsand notes
sequenceeventsin chronological orderusing language such as:beforeand after,next,first, today,yesterday,tomorrow, morning,afternoon and evening / Measures
Theterms massand weight,volume and capacityare used interchangeablyatthisstage
Pupilsshould move fromusing and comparing differenttypesof quantities and measuresusing non-standard units,including discrete (e.g.counting)and continuous(e.g.liquid)measures,to using manageable common standard units. Theyshould understandthe difference between non-standard and standard units.
Inorder tobecome familiarwith standard measures,pupilsbeginto use measuring toolssuch asa ruler,weighing scalesand containers.
Pupilsshould use the language oftime, including telling the time throughoutthe day,firstusing o’clockand then halfpast.
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Year1 programme of study(statutoryrequirements) / Notesand Guidance (non-statutory)recogniseand use language relating to dates,including days
ofthe week,weeks,monthsand years
tell the time tothe hourand halfpastthe hourand drawthe handson aclockfaceto show these times.
Geometry:properties ofshapes
Pupilsshould be taughtto:
recogniseand name common 2-D and 3-D shapes, including:
2-D shapes(e.g. rectangles(including squares), circlesand triangles)
3-D shapes(e.g. cuboids(including cubes),pyramids and spheres). / Geometry:properties ofshapes
Pupilsshould handlecommon 2-D and 3-D shapes,naming these and relatedeverydayobjectsfluently.Theyshould recognise these shapesin differentorientationsand sizes,and know that rectangles,triangles,cuboidsandpyramidscan be different shapes.
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Year1 programme of study(statutoryrequirements) / Notesand Guidance (non-statutory)Geometry:position,direction, motion
Pupilsshould be taughtto:
orderand arrange combinationsofobjectsand shapesin patterns
describe position,directionsand movements,includinghalf, quarterand three-quarterturns. (From Year 2) / Geometry:position,direction, motion
Pupilsshould create, copy,describe and reorganise patterns. Theyshould use the language ofposition,direction andmotion,
including: leftand right, top, middle and bottom,on topof,in front of,above, between,around,near,close and far,up anddown, forwardsand backwards,inside and outside.
Pupilsshould make turnsto show theyunderstand half,quarter and three-quarterturnsand routinelymake these turnsin a clockwise direction.
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Year2
Year2 programme of study(statutoryrequirements) / Notesand Guidance (non-statutory)Numberand place value
Pupilsshould be taughtto:
countin stepsof2, 3, and 5 from 0,and countin tensfrom anynumber, forward orbackward(From Year 3)
recognise the place value ofeach digitin a two-digitnumber
(tens,ones)
identify,representand estimatenumbersusing different representations,including the numberline
compare and ordernumbersfrom 0 up to 100;use <, > and
=signs
read and write numbersto at least100 in numeralsand in words
use place value and numberfactsto solve problems. / Numberand place value
Usingmaterialsand a range ofrepresentations,pupilsshould practise counting,reading,writing and comparing numbersto at least100 and solving a varietyof related problemsto develop fluency.Theyshould countin multiplesofthree to supporttheir laterunderstanding ofa third.
Astheybecome moreconfidentwith numbersup to 100,pupils should be introduced to largernumbersto develop furthertheir recognitionofpatternswithin the numbersystemand represent themin differentways,including spatial representations.
Pupilsshould partition numbers in different ways(e.g. 23 =20 +3 and 23 =10 +13) to supportsubtraction.Theybecome fluentand applytheirknowledgeofnumbers to reasonwith,discussand solve problemsthatemphasise the value ofeach digit in two-digit numbers.Theybegin to understand zero as a place holder.
Additionand subtraction
Pupilsshould be taughtto:
solve simple one-step problems with additionand subtraction: / Additionand subtraction
Pupilsshould extend theirunderstanding ofthe language of addition and subtraction to include sumanddifference.
Pupilsshould practiseaddition and subtraction to 20 to become
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Year2 programme of study(statutoryrequirements) / Notesand Guidance (non-statutory)using concrete objects and pictorial representations,
including those involving numbers,quantitiesand measures
applying theirincreasing knowledge ofmental and written methods
recall anduse addition and subtraction factsto 20fluently, and deriveand use related facts up to 100
add and subtractnumbersusing concrete objects,pictorial representations, and mentally,including:
a two-digitnumberand ones
a two-digitnumberand tens
two two-digitnumbers
adding three one-digitnumbers
show thataddition oftwo numberscan be done in anyorder (commutative)and subtraction of one numberfromanother cannot
recogniseand use the inverse relationshipbetween addition and subtraction and use thisto checkcalculationsand missing numberproblems. / increasinglyfluentin deriving factssuch asusing 3 +7=10,10 - 7
=3 and 7 = 10 -3to calculate 30 +70 =100, 100 -70 =30 and 70
=100 -30.Theyshould checktheircalculations,including by adding to checksubtraction and adding numbersin adifferent orderto checkaddition (e.g.5+ 2 +1 = 1 +5 +2 = 1 +2 +5).
Recording addition and subtraction in columnssupportsplace value andpreparesforefficientwritten methodswith larger numbers.
Multiplication and division
Pupilsshould be taughtto:
recall anduse multiplication and division factsfor the 2, 5 and 10 multiplication tables,including recognising odd and / Multiplication and division
Pupilsshould use a varietyoflanguage to describe multiplication and division.Theyare taughtmultiplication and divisionwith larger numbersthrough equal groupingand sharing outquantities, relating multiplication tablesto arraysand repeated addition and
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