For further details about Chemistry at Key Stage 3 or 4, or to discuss your child’s progress, please contact the school office.
Our Key Stage 3 Chemistry curriculum is designed to spark curiosity and build a strong foundation in scientific thinking. Through hands-on investigations and clear explanations, pupils begin to explore the particle model, the nature of materials, and the Earth’s structure. By connecting classroom learning to real-world contexts such as climate change, recycling and everyday materials, we aim to develop confident young scientists who can think critically and understand the impact of Chemistry on society.
Important Note: At Key Stage 3, Science is taught in a carousel model. This means that different classes may study the Chemistry units at different times of the year.
Knowledge:
The Key Stage 3 Mind Over Matter topic introduces pupils to the fundamental principles of the particle model and the structure of matter. Pupils learn to describe and compare the properties of solids, liquids and gases, and use particle theory to explain changes of state, pressure and viscosity. They explore how temperature and energy affect the behaviour of particles and interpret heating and cooling curves. The curriculum also introduces the structure of the atom, elements, compounds and mixtures, along with practical methods for separating substances. Pupils investigate the properties and uses of metals, non-metals, polymers, ceramics and composites, making links between particle structure and material behaviour.
Skills:
Through practical investigations, pupils develop an understanding of how the particle model explains the behaviour of materials in different states. In this topic, pupils apply logical reasoning to predict changes of state, interpret heating and cooling curves, and explain patterns in material properties using particle theory. They build confidence in using scientific vocabulary, representing particles in diagrams, and linking microscopic structure to observable behaviour. Pupils also develop analytical skills by interpreting data from practical work and applying knowledge to real-world materials and their uses.
Useful Links
Unit: Solid, liquid, gas states and changes of state | KS3 Science | Oak National Academy
The particle model of matter – KS3 Chemistry – BBC Bitesize
Pure and impure substances – KS3 Chemistry – BBC Bitesize
Materials – KS3 Chemistry – BBC Bitesize
Assessments:
A mid-unit low-stakes test and a more formal end-of-unit test completed under exam conditions. These assessments are designed to check understanding of key concepts and identify areas for improvement. Pupils receive feedback on both assessments, with time allocated in class to review answers and address misconceptions. Tests will contain a mixture of exam questions, matched to the format seen in end of key stage assessments.
Topic Summary Checklists are used throughout the unit to help pupils monitor their own progress and reflect on their understanding of the content.
Knowledge:
The Key Stage 3 Earth and Atmosphere topic introduces pupils to the structure of the Earth and the dynamic processes that shape it. Pupils learn about the layers of the Earth, tectonic plate movement, and how natural phenomena such as earthquakes, volcanoes and mountain ranges occur. They explore the formation of sedimentary, igneous and metamorphic rocks, and investigate the processes of weathering, erosion and fossilisation. The curriculum also covers key environmental topics including recycling, the carbon cycle, the greenhouse effect and climate change, helping pupils understand the impact of human activity on the Earth’s systems.
Skills:
Through practical activities, model-making and data interpretation, pupils develop key skills in explaining Earth processes and environmental issues. They learn to label and interpret diagrams of geological structures, sequence the rock cycle, and explain the causes and consequences of natural events using scientific language. Pupils evaluate evidence for tectonic plate movement, analyse data related to climate change, and use their understanding of biological and chemical cycles to explain real-world environmental challenges. Throughout the topic, pupils build confidence in applying knowledge to unfamiliar scenarios and justifying their reasoning.
Useful Links
Atmospheric pollution guide for KS3 chemistry students – BBC Bitesize
Resources from the Earth guide for KS3 chemistry students – BBC Bitesize
Composition of the atmosphere – BBC Bitesize
What is carbon dioxide (CO₂) guide for KS3 chemistry students – BBC Bitesize
Structure of the Earth – The Earth and atmosphere – KS3 Chemistry – BBC Bitesize
Rock types – The Earth and atmosphere – KS3 Chemistry – BBC Bitesize
The rock cycle – The Earth and atmosphere – KS3 Chemistry – BBC Bitesize
Assessments:
A mid-unit low-stakes test and a more formal end-of-unit test completed under exam conditions. These assessments are designed to check understanding of key concepts and identify areas for improvement. Pupils receive feedback on both assessments, with time allocated in class to review answers and address misconceptions.
Topic Summary Checklists are used throughout the unit to help pupils monitor their own progress and reflect on their understanding of the content.
Develop Scientific Knowledge and Understanding:
We aim to ensure that pupils build a strong understanding of the key concepts in Chemistry, including acids and bases, combustion, energy changes, the reactivity of metals, and conservation of mass. These ideas are taught progressively, starting with core principles such as the particle model and chemical reactions, and extending to more complex ideas such as oxidation, displacement, and the environmental impact of chemical processes.
Curiosity, Inquiry and Skills Development:
Through practical investigations, demonstrations, and enquiry-based learning, we aim to ignite pupils’ curiosity and encourage them to question, explore, and investigate chemical change. Pupils develop their ability to work safely in a laboratory, use equipment such as Bunsen burners and pH meters confidently, and construct word and symbol equations. They also strengthen their mathematical and analytical skills through graph drawing, interpreting data, and applying models to real-life chemical scenarios.
Prepare for Future Learning:
We ensure that pupils are well-prepared for their future learning in Chemistry, whether they pursue further study or simply wish to understand the chemical world more deeply. By linking chemical ideas to everyday life – such as pollution, corrosion, quarrying, and energy use – we aim to foster an appreciation of the relevance of Chemistry and nurture a lifelong interest in science.
Important Note: At Key Stage 3, Science is taught in a carousel model. This means that different classes may study the Chemistry units at different times of the year.
Knowledge:
The Key Stage 3 It Burns! topic introduces pupils to the Chemistry of acids, alkalis, combustion and chemical reactions involving fuels and metals. Pupils learn to identify and describe the properties of acids and bases, and investigate how indicators and the pH scale are used to classify substances. They explore neutralisation reactions, and study how acids react with metals, metal oxides and carbonates to form salts and gases. The unit also examines combustion and incomplete combustion, introducing pupils to key environmental impacts such as carbon monoxide, acid rain and the effects of fuel use. Throughout the topic, pupils make links between real-life applications and chemical principles.
Skills:
Through practical work and problem-solving activities, pupils develop confidence in planning and conducting experiments, interpreting results, and applying chemical knowledge to everyday contexts. They write and balance symbol equations for a range of chemical reactions, use indicators and pH scales to classify substances, and interpret combustion products using chemical tests. Pupils also develop evaluative skills as they consider the environmental impact of fuel use, analyse the causes and effects of acid rain, and compare different fuels for domestic use. Basic calculations involving concentration and dilution are introduced to build numeracy within a Chemistry context.
Useful Links
Unit: Acids and bases | KS3 Science | Oak National Academy
Unit: Fuels and energetics | KS3 Science | Oak National Academy
Chemical reactions – KS3 Chemistry – BBC Bitesize
Acids and alkalis – KS3 Chemistry – BBC Bitesize
Assessments:
A mid-unit low-stakes test and a more formal end-of-unit test completed under exam conditions. These assessments are designed to check understanding of key concepts and identify areas for improvement. Pupils receive feedback on both assessments, with time allocated in class to review answers and address misconceptions.
Topic Summary Checklists are used throughout the unit to help pupils monitor their own progress and reflect on their understanding of the content.
Knowledge:
The Key Stage 3 Reactive Metals topic builds on pupils’ understanding of chemical reactions by exploring patterns in reactivity and how metals are extracted, used, and protected. Pupils learn how metals react with acids, oxygen and other compounds, and apply the reactivity series to explain displacement and extraction processes. The unit introduces key ideas such as conservation of mass, thermal decomposition, catalysts, and the difference between exothermic and endothermic reactions. Pupils also investigate the prevention of rusting and explore how alloying changes the properties of metals. Real-world links include the environmental impact of quarrying, the use of metals in industry, and the Chemistry of materials like limestone.
Skills:
Through investigations and data analysis, pupils develop the skills to plan and carry out chemical reactions, interpret patterns in reactivity, and predict the outcomes of displacement and extraction processes. They practise writing and balancing symbol equations and apply mathematical reasoning to problems involving conservation of mass. Pupils also evaluate industrial and environmental issues such as mining, alloy use, and rust prevention. Throughout the topic, they build their confidence in using the periodic table to explain reactivity trends and selecting appropriate materials for different uses based on their physical and chemical properties.
Useful Links
What is a chemical reaction? – BBC Bitesize
What are exothermic and endothermic reactions? – BBC Bitesize
What are exothermic and endothermic reactions? – BBC Bitesize
What is thermal decomposition? – BBC Bitesize
What is a displacement reaction? – BBC Bitesize
What are metals and non-metals on the periodic table? – BBC Bitesize
BBC Bitesize – KS3 Chemistry – Metal oxides – BBC Bitesize
Making a reactivity series – The reactivity series – KS3 Chemistry – BBC Bitesize
Extracting metals – The reactivity series – KS3 Chemistry – BBC Bitesize
Displacement reactions guide for KS3 chemistry students – BBC Bitesize
Materials KS3 | Y9 Science Lesson Resources | Oak National Academy
Patterns in the periodic table KS3 | Y9 Science Lesson Resources | Oak National Academy
Earth’s resources KS3 | Y8 Science Lesson Resources | Oak National Academy
Fuels and energetics KS3 | Y8 Science Lesson Resources | Oak National Academy
Assessments:
A mid-unit low-stakes test and a more formal end-of-unit test completed under exam conditions. These assessments are designed to check understanding of key concepts and identify areas for improvement. Pupils receive feedback on both assessments, with time allocated in class to review answers and address misconceptions. Tests will contain a mixture of exam questions, matched to the format seen in end of key stage assessments.
Topic Summary Checklists are used throughout the unit to help pupils monitor their own progress and reflect on their understanding of the content.
KS4 Chemistry Curriculum Intent Statement (Year 9)
At Thomas Mills High School, Year 9 marks the beginning of our Key Stage 4 Chemistry curriculum. It is designed to provide all pupils with a secure foundation in the core principles of GCSE Chemistry, enabling them to understand the substances, structures, and reactions that underpin both natural processes and technological developments. The curriculum is structured to ensure pupils gain a deep understanding of scientific concepts and develop the skills necessary to become curious, confident, and capable scientists.
Our intent is to:
Knowledge:
The Key Stage 4 Particles topic introduces pupils to the fundamental principles of the particle model and the development of atomic theory. Pupils learn to describe the properties and behaviour of solids, liquids and gases, and to explain changes of state using particle theory. They study heating and cooling curves to understand energy transfer during physical changes, and begin to evaluate the limitations of particle models. The unit also traces the historical development of atomic theory, from Democritus through to Bohr, leading to the modern understanding of atoms, subatomic particles, isotopes, and ions. These ideas form the foundation for later topics in chemical bonding, reactions, and analysis.
Skills:
Through practical demonstrations and conceptual modelling, pupils develop their ability to explain physical changes using the particle model and to interpret heating and cooling graphs. They strengthen their skills in analysing scientific ideas and data, including the calculation of charge on particles and understanding atomic structure. Pupils engage in discussions about the evolution of scientific ideas, using key examples from the history of atomic theory to support their reasoning. The topic supports the development of evaluative and analytical skills, encouraging pupils to link theoretical knowledge with observable phenomena in the physical world.
Useful Links
What are changes of state? GCSE Chemistry – OCR Gateway – BBC Bitesize
Unit: States of matter | KS4 Chemistry | Oak National Academy
Unit: Atomic structure and the periodic table | KS4 Chemistry | Oak National Academy
Assessments:
A mid-unit low-stakes test and a more formal end-of-unit test completed under exam conditions. These assessments are designed to check understanding of key concepts and identify areas for improvement. Pupils receive feedback on both assessments, with time allocated in class to review answers and address misconceptions.
Topic Summary Checklists are used throughout the unit to help pupils monitor their own progress and reflect on their understanding of the content.
Knowledge:
The Key Stage 4 Elements, Compounds and Mixtures topic deepens pupils’ understanding of chemical substances and their structure. Pupils learn the difference between pure substances and mixtures, both in everyday and scientific terms, and investigate how melting points can be used to determine purity. They explore a range of separation techniques including filtration, distillation, crystallisation, and chromatography, and learn how these methods are used to obtain pure substances from mixtures. The topic introduces key ideas in atomic structure and bonding, covering electron configuration, the periodic table, and the formation of ions. Pupils also examine how atoms bond in different ways—ionic, covalent, and metallic—and relate these structures to the properties and uses of materials, including carbon allotropes such as diamond, graphite, graphene, and fullerenes. Nanotechnology is introduced through examples that link structure, scale, and function.
Skills:
Through hands-on investigations and data analysis, pupils develop practical skills in separation techniques and chromatography. They gain confidence in interpreting melting point data and in using the periodic table to predict chemical behaviour. Pupils construct and interpret dot and cross diagrams for different types of bonding, calculate relative formula masses (Mr) and relative atomic masses (Ar), and apply surface area-to-volume ratio calculations to explain the behaviour of nanoparticles. The topic also supports the development of problem-solving and modelling skills, helping pupils make links between microscopic structure and macroscopic properties, and preparing them for more complex chemical reasoning later in the GCSE course.
Pupils gain confidence in applying knowledge to unfamiliar scenarios and justifying their reasoning.
Useful Links
Unit: Separating substances | KS4 Chemistry | Oak National Academy
Unit: Chemistry of carbon | KS4 Chemistry | Oak National Academy
Assessments:
A mid-unit low-stakes test and a more formal end-of-unit test completed under exam conditions. These assessments are designed to check understanding of key concepts and identify areas for improvement. Pupils receive feedback on both assessments, with time allocated in class to review answers and address misconceptions.
Topic Summary Checklists are used throughout the unit to help pupils monitor their own progress and reflect on their understanding of the content.
Knowledge:
The Key Stage 4 Reactants and Products topic builds pupils’ understanding of the periodic table, reactivity, and chemical testing. Pupils study the properties and reactions of Group 1 (alkali metals), Group 7 (halogens), Group 0 (noble gases), and transition metals, making connections between reactivity and electron structure. The topic also introduces chemical testing techniques for gases, metal ions (cations), and non-metal ions (anions), including flame tests, precipitation reactions, and sequential analysis using reagents. Pupils are introduced to the advantages of instrumental methods, such as mass spectrometry and infrared spectroscopy, and learn to interpret simple spectra. These concepts consolidate pupils’ ability to identify unknown substances and understand trends across the periodic table.
Skills:
Through practical investigations and analysis, pupils develop their confidence in safely performing chemical tests, observing and recording outcomes, and drawing conclusions based on results. They carry out flame tests, gas tests, displacement reactions and precipitation reactions with increasing independence. Pupils learn to apply knowledge of atomic structure to predict reactivity and form ionic compounds. Mathematical skills are applied through writing chemical formulae and determining ionic charges. The topic also builds pupils’ ability to interpret spectra, strengthening their capacity to engage with more advanced techniques in chemical analysis and laying the groundwork for quantitative and instrumental Chemistry later in the GCSE course.
Useful Links
Assessments:
A mid-unit low-stakes test and a more formal end-of-unit test completed under exam conditions. These assessments are designed to check understanding of key concepts and identify areas for improvement. Pupils receive feedback on both assessments, with time allocated in class to review answers and address misconceptions.
Topic Summary Checklists are used throughout the unit to help pupils monitor their own progress and reflect on their understanding of the content.
KS4 Chemistry Curriculum Intent Statement (Year 10)
At Thomas Mills High School, Year 10 builds upon the foundations laid in Year 9 by advancing pupils’ understanding of key GCSE Chemistry topics. This year is designed to develop a deeper grasp of chemical reactions, quantitative chemistry, and dynamic processes, enabling pupils to analyse and interpret real-world applications of Chemistry. The curriculum is sequenced to ensure pupils continue to grow as curious, confident, and capable scientists, equipped with the knowledge and skills needed for success in both examinations and future scientific study.
Our intent is to:
Knowledge: Topics in bold are not required for Combined Science
The Year 10 Chemical Reactions topic strengthens pupils’ understanding of how substances interact and change at a chemical level. Pupils learn to write and interpret chemical formulae using empirical, molecular, and structural representations such as ball-and-stick models. They develop a systematic approach to balancing chemical equations, and Separate Chemistry pupils are introduced to ionic and half equations to describe redox processes in more detail. The unit also introduces the principles of redox reactions, including identifying oxidation and reduction in terms of electron transfer and changes in oxidation state. Electrolysis is studied in the context of both molten and aqueous solutions, with applications such as electroplating reinforcing real-world relevance. Pupils learn about the energy changes that take place during chemical reactions and the calculations associated with them.
Skills:
Through modelling, structured practice, and practical investigations, pupils gain confidence in balancing equations, identifying ions and charges, and using ratio reasoning to describe chemical changes. Pupils apply their knowledge to analyse redox reactions and predict electrolysis products using observations and chemical understanding. They develop procedural competence in setting up and carrying out electrolysis experiments safely and effectively, and use chemical tests to confirm products such as gases. The unit also supports numeracy by reinforcing skills in interpreting formulae, calculating charge balance, and recognising patterns in chemical behaviour. Pupils are encouraged to apply their learning to broader environmental and industrial contexts, developing a deeper appreciation of chemistry’s practical significance.
Useful Links
Lesson: Bonding models | Higher | OCR | KS4 Chemistry | Oak National Academy
Unit: Calculations involving masses | KS4 Chemistry | Oak National Academy
Unit: Electrolysis | KS4 Chemistry | Oak National Academy
The mole – Higher – The mole and Avogadro’s constant – BBC Bitesize
Investigating exothermic and endothermic reactions – Energetics – BBC Bitesize
Oxidation and reduction – Types of chemical reactions – BBC Bitesize
Assessments:
A mid-unit low-stakes test and a more formal end-of-unit test completed under exam conditions. These assessments are designed to check understanding of key concepts and identify areas for improvement. Pupils receive feedback on both assessments, with time allocated in class to review answers and address misconceptions.
Topic Summary Checklists are used throughout the unit to help pupils monitor their own progress and reflect on their understanding of the content.
Note that due to the amount of content, the C5 unit for separate science is normally taught across year 10 and year 11.
Knowledge:
The Monitoring and Controlling Chemical Reactions topic introduces pupils to the quantitative and dynamic aspects of chemical change. Pupils learn how to calculate percentage yield and atom economy, and explore the implications of these values for industrial and sustainable chemical processes. The concept of concentration is developed, including definitions, units, and (for Separate Chemistry pupils) the use of titration as a method for determining unknown concentrations. The unit also covers factors affecting the rate of chemical reactions—temperature, concentration, pressure, surface area, and catalysts—as well as the interpretation of data from rate experiments. Pupils are introduced to reversible reactions and dynamic equilibrium, applying Le Chatelier’s Principle to predict how changes in conditions affect chemical systems.
Skills:
Pupils develop confidence in quantitative problem solving, using formulae to calculate yield, atom economy, and concentration, and converting between units accurately. They interpret and draw graphs to represent changes in reaction rate, and evaluate how experimental data supports theoretical explanations. Through practical investigations, pupils observe the effects of changing conditions on reaction rate and learn to plan and conduct fair tests. Separate Chemistry pupils also gain experience in titration techniques, developing precision in measurement and observation. The topic encourages pupils to think critically about the efficiency, reversibility, and environmental impact of chemical processes—skills essential for further study and real-world scientific understanding.
Useful Links
Calculating the mass of product – Monitoring chemical reactions – BBC Bitesize
Converting units – Higher – Monitoring chemical reactions – Higher – BBC Bitesize
Rate of reaction – Controlling chemical reactions – BBC Bitesize
Reversible reactions – Equilibria – BBC Bitesize
Multiple choice questions – Sample exam questions – monitoring chemical reactions – BBC Bitesize
Unit: Rate of reaction | KS4 Chemistry | Oak National Academy
Lesson: Chemical equilibrium | Foundation | OCR | KS4 Chemistry | Oak National Academy
KS4 Chemistry Curriculum Intent Statement (Year 11 – Global Challenges)
At Thomas Mills High School, Year 11 represents the culmination of our Key Stage 4 Chemistry curriculum. This final phase of study challenges pupils to apply their chemical knowledge to global issues, industrial processes, and the sustainable management of natural resources. During the autumn term, pupils complete the final topics from the C5 unit, which began in the summer term of Year 10. This includes the study of reversible reactions, dynamic equilibrium, and the application of Le Chatelier’s Principle. Building on this, pupils then progress to the C6 Global Challenges unit, which explores the wider role of chemistry in society. The curriculum continues to develop the analytical, practical, and evaluative skills necessary for success in exams and beyond.
Our intent is to:
Note that due to the amount of content, the C5 unit for separate science is normally taught across year 10 and year 11.
Knowledge:
The Monitoring and Controlling Chemical Reactions topic introduces pupils to the quantitative and dynamic aspects of chemical change. Pupils learn how to calculate percentage yield and atom economy, and explore the implications of these values for industrial and sustainable chemical processes. The concept of concentration is developed, including definitions, units, and (for Separate Chemistry pupils) the use of titration as a method for determining unknown concentrations. The unit also covers factors affecting the rate of chemical reactions—temperature, concentration, pressure, surface area, and catalysts—as well as the interpretation of data from rate experiments. Pupils are introduced to reversible reactions and dynamic equilibrium, applying Le Chatelier’s Principle to predict how changes in conditions affect chemical systems.
Skills:
Pupils develop confidence in quantitative problem solving, using formulae to calculate yield, atom economy, and concentration, and converting between units accurately. They interpret and draw graphs to represent changes in reaction rate, and evaluate how experimental data supports theoretical explanations. Through practical investigations, pupils observe the effects of changing conditions on reaction rate and learn to plan and conduct fair tests. Separate Chemistry pupils also gain experience in titration techniques, developing precision in measurement and observation. The topic encourages pupils to think critically about the efficiency, reversibility, and environmental impact of chemical processes—skills essential for further study and real-world scientific understanding.
Useful Links
Calculating the mass of product – Monitoring chemical reactions – BBC Bitesize
Converting units – Higher – Monitoring chemical reactions – Higher – BBC Bitesize
Rate of reaction – Controlling chemical reactions – BBC Bitesize
Reversible reactions – Equilibria – BBC Bitesize
Multiple choice questions – Sample exam questions – monitoring chemical reactions – BBC Bitesize
Unit: Rate of reaction | KS4 Chemistry | Oak National Academy
Lesson: Chemical equilibrium | Foundation | OCR | KS4 Chemistry | Oak National Academy
Knowledge: – topics in bold are only required for Separate Chemistry.
The Global Challenges topic brings together key areas of applied and environmental chemistry, enabling pupils to understand how chemical knowledge is used to address real-world problems. Pupils explore the role of chemistry in industry, including the production of fertilisers, ethanol, and sulfuric acid via the Contact Process, as well as decisions around reaction conditions such as temperature and pressure. Methods of metal extraction are covered, from traditional reduction and electrolysis to modern phytoextraction and bioleaching. Pupils study the principles and applications of Life Cycle Assessments (LCA), recycling, and sustainable resource use.
The topic also introduces hydrocarbons and organic chemistry, including the fractional distillation and cracking of crude oil, properties and reactions of alkanes and alkenes, and the formation of alcohols, carboxylic acids, and polymers. Pupils learn about polymerisation (addition and condensation) and compare the properties and uses of natural and synthetic polymers. The unit concludes with atmospheric chemistry and water treatment, examining pollutants, climate change, and the chemistry of clean water. The operation and chemistry of hydrogen fuel cells are also introduced as a modern energy solution.
Skills:
Pupils refine their ability to interpret and evaluate complex chemical processes, including balancing equations, identifying redox reactions, and applying principles of green chemistry. They analyse how reaction conditions affect industrial yield, rate, and sustainability. Through investigative tasks and data analysis, pupils evaluate the advantages and disadvantages of different extraction and production methods, using criteria such as cost, efficiency, and environmental impact.
Graph interpretation, chemical modelling, and multi-step reasoning are key skills developed in this unit. Pupils also interpret structural formulae, compare organic compounds, and understand the environmental implications of polymer use and disposal. The unit encourages pupils to think critically about the wider societal role of chemistry and to apply their learning to both familiar and unfamiliar contexts, laying a strong foundation for post-16 study and informed citizenship.
Useful Links
Extracting iron and copper – Improving processes and products – BBC Bitesize
Fertilisers – Making fertiliser – BBC Bitesize
Different materials – Materials for different uses – BBC Bitesize
Multiple choice questions – Sample exam questions – global challenges – BBC Bitesize
Crude oil and hydrocarbons – Fuel – BBC Bitesize
Organic compounds – OCR Gateway – BBC Bitesize
Addition polymers – Polymers – Revision – BBC Bitesize
Comparing cells – Chemical cells and fuel cells – BBC Bitesize
The Earth’s early atmosphere – The atmosphere – OCR Gateway – BBC Bitesize
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