Creating an art or craft product — Cambridge OCR Key Skills Foundations for Learning Revision

    This element focuses on developing the learner's ability to independently select and use appropriate resources to produce a simple art or craft item, follo

    Topic Synopsis

    This element focuses on developing the learner's ability to independently select and use appropriate resources to produce a simple art or craft item, followed by reflective evaluation of the finished product. Practical application includes following instructions, demonstrating safe handling of materials, and articulating personal opinions to build communication and self-assessment skills.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Creating an art or craft product

    CAMBRIDGE OCR
    vocational

    This element focuses on developing the learner's ability to independently select and use appropriate resources to produce a simple art or craft item, followed by reflective evaluation of the finished product. Practical application includes following instructions, demonstrating safe handling of materials, and articulating personal opinions to build communication and self-assessment skills.

    37
    Learning Outcomes
    51
    Assessment Guidance
    54
    Key Skills
    38
    Key Terms
    58
    Assessment Criteria

    Assessment criteria

    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Extended Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 2)

    Topic Overview

    The Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 3) is designed to help students develop essential skills for independent living and further learning. This qualification covers practical areas such as personal care, health and safety, communication, and managing money. It is ideal for students who need a structured, supportive introduction to life skills, building confidence and competence in everyday tasks.

    This award is part of the OCR Entry Level suite, which focuses on functional skills and real-world application. At Entry 3, students are expected to work with simple information, follow instructions, and complete tasks with some independence. The qualification is assessed through portfolio evidence, meaning students demonstrate their learning through practical activities and written work. It provides a solid foundation for progressing to higher-level qualifications or vocational courses.

    Mastering these skills is crucial for personal development and future opportunities. Whether you are aiming for further study, employment, or greater independence, this course equips you with the tools to manage daily life effectively. The content is tailored to be accessible and engaging, with a strong emphasis on building self-esteem and problem-solving abilities.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal care routines: Understanding and demonstrating basic hygiene, dressing appropriately, and maintaining a healthy lifestyle.
    • →Health and safety: Identifying common hazards in the home and community, and knowing how to respond to emergencies.
    • →Communication skills: Using verbal and non-verbal methods to express needs, ask questions, and interact with others in different settings.
    • →Money management: Recognising coins and notes, understanding simple budgets, and making small purchases with correct change.
    • →Community participation: Using public transport, accessing local services, and understanding social rules in public places.

    Learning Objectives

    What you need to know and understand

    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Select appropriate materials and tools from a provided range to create a desired product.
    • Use resources safely and correctly to produce an art or craft item.
    • Comment on the completed product by identifying at least one positive aspect.
    • Suggest a simple improvement for future projects based on self-reflection.
    • Identify and gather the resources needed to make a planned art or craft product
    • Demonstrate safe and purposeful use of tools and materials to produce the item
    • Describe the completed product using simple descriptive language
    • Express a personal preference about the finished product, giving a reason
    • Identify suitable materials and tools required for a simple art or craft project
    • Follow a sequence of instructions to assemble an art or craft product
    • Use basic tools and materials safely to complete a finished product
    • Describe at least one strength of the completed product
    • State one way the product could be improved
    • Select appropriate art or craft resources based on the product design.
    • Use tools and materials safely to create a planned art or craft product.
    • Describe the steps taken to complete the art or craft product.
    • Evaluate the strengths and areas for improvement in the completed product.
    • Identify the resources needed for a chosen art/craft activity
    • Use tools and materials safely to create a product
    • Follow a sequence of steps to complete the product
    • State what went well in their product
    • Suggest one improvement for their product
    • Select appropriate materials and tools for a specific art or craft activity.
    • Follow basic instructions to assemble or create a simple art or craft product.
    • Apply safe practices when using art supplies and equipment.
    • Describe the completed product using simple descriptive language.
    • Express personal preferences about the final product, giving a reason.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to choose relevant materials from a range provided to complete the art/craft task.
    • Credit should be given when the learner manipulates tools (e.g., scissors, glue) safely and effectively to assemble the product.
    • Assessment evidence must include the learner describing one thing they like about their work or one thing they would change, showing basic critical reflection.
    • Award credit for demonstrating the ability to choose appropriate resources (e.g., selecting crayons rather than paint for a drawing task) with minimal prompting.
    • Award credit for safely handling tools and materials (e.g., holding scissors correctly, applying glue without excessive mess) during the creation process.
    • Award credit for producing a recognizable art or craft product that aligns with the planned activity, even if it requires some adult support.
    • Award credit for making a relevant verbal or non-verbal comment about the completed product, such as pointing to a colour used, saying 'I made a card', or indicating through gesture.
    • Award credit for demonstrating the ability to select and use at least two different resources (e.g., paper, glue, scissors) safely to produce a simple art or craft item.
    • Award credit for following a basic step-by-step process, even with support, to complete the product.
    • Award credit for verbal or non-verbal communication of at least one comment about the completed product, such as expressing like/dislike or noting a feature.
    • Award credit for demonstrating the ability to select and use appropriate resources (e.g., paper, glue, scissors) with minimal guidance, showing understanding of their properties.
    • Look for evidence of a completed art or craft product that meets a basic brief or personal goal, with clear steps documented or observable.
    • Assess the learner’s ability to comment on their product, including what worked well, what they found challenging, and how they might improve it.
    • Award credit for independently gathering and using at least two different resources (e.g., paper, paint, glue) to construct the product.
    • Award credit for clearly describing one aspect of the completed product, such as colour, shape, or how it was made.
    • Award credit for showing safe and appropriate use of tools and materials throughout the process.
    • Award credit for demonstrating appropriate selection of at least two different resources (e.g., paper, glue, scissors, paint) from available options.
    • Award credit for safely handling and using chosen resources to produce a finished product (e.g., completing a collage, model, or simple drawing) even if the outcome is not perfect.
    • Award credit for providing a clear, simple comment on the completed product, such as expressing what they like, describing what they made, or suggesting one thing they might change.
    • Award credit for demonstrating the ability to gather and use at least two different resources (e.g., paper, glue, scissors) safely and appropriately.
    • Award credit for producing a completed art or craft product that shows sustained effort and follows a basic plan or instructions.
    • Award credit for communicating at least one clear comment about the finished product, such as what went well, what they like, or what they would do differently.
    • Award credit for demonstrating safe and appropriate use of at least two different resources (e.g., scissors, glue, paint, fabric) to construct the product.
    • Evidence must show the learner can state what they made and give at least one simple comment about what went well or what they liked (e.g., 'I liked the colours')
    • The completed product should reflect the learner's own effort, even if the outcome is basic, and credit should be given for completing the task with some independence.
    • Award credit for demonstrating the ability to independently select at least two appropriate resources (e.g., paper and crayons) for the given art or craft task.
    • Expect evidence of safe handling and basic manipulation of materials, such as cutting with scissors with appropriate grip or applying glue without excessive mess.
    • Credit for producing a finished art or craft product that shows intentional use of the selected resources, even if the outcome is simple (e.g., a collage, a painted picture, a model).
    • Award for commenting on the completed product, which may be verbal (e.g., 'I like the colour'), gestural (e.g., pointing to a part), or through another communication method.
    • Look for any indication of personal preference or pride in the product, such as choosing to display it or showing it to others.
    • Award credit for demonstrating ability to select appropriate materials from a provided range.
    • Award credit for producing a finished item that shows an attempt at following simple instructions or a design idea.
    • Award credit for verbal or written comments that mention one like and one suggestion for improvement about the product.
    • Award credit for any attempt to choose resources, even if with support.
    • Evidence of safe practice, such as holding scissors correctly, should be positively noted.
    • Accept verbal, written, or pictorial comments about the product.
    • Look for personalised comments that go beyond 'it's nice' to reference specific features like colour or shape.
    • Award credit for independently selecting at least two appropriate materials/tools for the task
    • Evidence of manipulating materials with control, even if the outcome is imperfect
    • The learner names or points to their product when asked
    • The learner makes a simple comment such as 'I like the colour' or 'It's a cat'
    • Award credit for correctly selecting at least two resources from a given range to match a brief (e.g., paper, glue, scissors)
    • Evidence of following pictorial or simple written instructions to sequence the making process
    • Demonstrating safe and appropriate use of at least one tool (e.g., scissors) during the activity
    • Producing a completed art/craft product that meets the basic requirements of the task (e.g., recognisable shape, functional item)
    • Providing a simple verbal or written comment that includes a positive aspect and a suggestion for improvement
    • Award credit for evidence of planning the product (e.g., a simple sketch or list of materials).
    • Credit demonstration of safe handling of equipment (e.g., scissors, glue) with minimal prompting.
    • Accept a clear verbal or written comment on what the learner likes or would change about their product.
    • Recognise the ability to follow a simple sequence of instructions to produce a recognisable finished item.
    • Award credit for demonstrating the ability to select appropriate materials without prompting
    • Award credit for using tools (e.g., scissors, glue) with control
    • Award credit for verbally or in writing describing at least one positive aspect of the finished product
    • Award credit for identifying a simple change that could enhance the product
    • Award credit for demonstrating the ability to independently choose at least two resources needed for the craft.
    • Look for evidence that the product has been assembled according to the basic plan or task instructions.
    • The learner should provide a verbal or written comment that goes beyond a single word, showing an attempt to reflect.
    • Note if the learner can identify something they enjoyed or found challenging during the making process.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Before starting, carefully check the resources you have available and plan which materials will best fit the purpose of your craft.
    • 💡When commenting on your completed product, use the 'what went well' and 'even better if' approach to structure your reflection and show clear evaluation.
    • 💡Encourage learners to practice choosing materials from a limited selection before the assessment to build confidence in decision-making and reduce overwhelm.
    • 💡During the commenting phase, use visual prompts like a simple choice board with options (e.g., pictures of 'red', 'big', 'sparkly') to support learners with limited verbal skills; this also provides clear evidence for the assessment criteria.
    • 💡Remind support staff to record any physical assistance given, as excessive hand-over-hand help may invalidate evidence of independent resource use; instead, use gestures or modeling to prompt.
    • 💡Encourage learners to document the process with photographs or simple notes, which can serve as evidence for the portfolio.
    • 💡Practice commenting with sentence starters like 'I like...' or 'I used...' to build confidence in self-evaluation.
    • 💡Ensure that all evidence, including witness statements, clearly links the use of resources to the creation of the product.
    • 💡Ensure you provide clear evidence of the creation process, such as photos or a step-by-step log, to support your final product.
    • 💡Practice commenting on your work by using a simple structure: describe the product, explain your choices, and evaluate the result.
    • 💡When using resources, show that you can work safely and independently, which demonstrates life skills beyond just the art outcome.
    • 💡Always photograph or keep a sample of the finished product as evidence.
    • 💡Practice using simple, clear sentences when commenting on your work; focus on what you did and how you felt about it.
    • 💡Before starting, make a simple list of the materials and steps needed to stay organized.
    • 💡Build a portfolio of evidence with photographs of the making process and the final product, supported by witness statements and the learner’s own comments, as this can be used for external moderation.
    • 💡Encourage learners to practise simple self-evaluation by asking questions like 'What did you make?' and 'What do you like about it?' to develop confidence in commenting.
    • 💡Allow learners to respond in their preferred communication method (verbal, written, pictorial) and ensure these individual responses are clearly documented to meet the assessment criteria.
    • 💡Practice using a variety of resources before assessment so you can confidently choose the right tools for your project.
    • 💡When commenting on your finished product, use sentence starters like 'I like because...' or 'Next time I would...' to give a fuller response.
    • 💡Keep evidence of your planning and making steps (e.g., photos or a simple list) to show the examiner how you used resources to create your product.
    • 💡Keep a simple log or photo diary of each step—this provides clear evidence of using resources and can be used as a prompt when commenting on the finished item.
    • 💡Practice giving feedback on everyday objects before the assessment, using prompts like 'What part did you find easy?' or 'What would you change next time?'
    • 💡For the product, choose something achievable in the available time, and remember that the assessor is looking for the use of resources and the ability to reflect, not artistic perfection.
    • 💡Capture photographic evidence of each stage: resources selected, the making process, and the final product, along with dated witness statements of any verbal or non-verbal comments made.
    • 💡Encourage learners to use simple, structured phrases to comment on their work, such as 'I made a...' or 'I used...' and 'I like...', to meet the commenting objective clearly.
    • 💡Allow multiple short sessions to complete the product if needed, but ensure the final evidence shows a coherent piece rather than disconnected attempts.
    • 💡Assessors should note any spontaneous positive behaviours, such as smiling at the product or voluntarily showing it, as valid forms of commentary for Entry 1 learners.
    • 💡Ensure photographic evidence or witness statements clearly show the learner using the resources independently.
    • 💡When commenting, encourage the learner to use simple sentence starters like 'I chose this because...' or 'Next time I would...'.
    • 💡Practice selecting and justifying resource choices before the assessment to build confidence.
    • 💡Encourage learners to discuss their choices throughout the making process to gather naturally occurring evidence.
    • 💡Use a simple feedback frame: 'One thing I like is...' and 'Next time I would...' to structure comments.
    • 💡Photograph stages of production to provide visual evidence of resource use and skill application.
    • 💡Practise handling basic craft resources regularly to build confidence and motor skills
    • 💡Use visual prompts or a sample product to help the learner recall the steps involved
    • 💡Encourage the learner to use short phrases like 'I made a...' and 'I like it because...' during the reflective part
    • 💡Practice using scissors, glue, and other tools on scrap materials before starting the assessed task to build confidence.
    • 💡Refer to the brief or example picture frequently during creation to ensure the product matches expectations.
    • 💡Prepare simple comment frames like 'I think this part is good because...' and 'Next time I would change...' to support verbal reflection.
    • 💡Ask a peer or supporter to review your instructions and finished product to catch any missed steps before submission.
    • 💡Practice using a variety of resources beforehand to build confidence.
    • 💡Keep a simple log or take photos during the creation process to support evidence for the portfolio.
    • 💡When commenting, think about what worked well and what could be improved for next time, using 'I think... because...' frames.
    • 💡Plan your product before starting by drawing a simple sketch
    • 💡Practice using tools on scrap materials first
    • 💡When commenting, use descriptive words like 'colourful', 'neat', or 'interesting'
    • 💡Ask for feedback from a peer before finalizing your comments
    • 💡Before attempting the practical task, review the resource checklist to ensure you have everything you need.
    • 💡When commenting on your product, use a structured approach: say what you made, what you like, and what you would change.
    • 💡Practice making similar items at home to build confidence and familiarity with common tools.
    • 💡Remember that there is no single 'correct' product; the focus is on your ability to use resources and reflect.
    • 💡Keep a detailed portfolio: For each task, include photographs, witness statements, and your own reflections. This shows the examiner exactly what you did and how you met the criteria.
    • 💡Use checklists: Break down each task into steps (e.g., for making a hot drink: boil water, add teabag, pour milk). This helps you stay organised and ensures you don't miss any assessment objectives.
    • 💡Relate to real life: When writing about a skill, give a specific example from your own experience. For instance, if discussing money management, describe a time you budgeted for a shopping trip.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners often select materials based on preference rather than suitability for the task, leading to structural or aesthetic issues.
    • A common error is focusing solely on the process and forgetting to articulate thoughts about the finished product, omitting the reflective component.
    • Students may struggle to evaluate their own work, providing vague comments like 'it's good' without specific reasoning.
    • Learners often struggle with fine motor control, leading to difficulty cutting along lines or applying materials neatly; they may become frustrated if the result does not match their intention.
    • A common error is not understanding the purpose of the activity, resulting in random mark-making or assembly that does not correspond to a simple plan, like putting collage pieces outside the intended area.
    • When asked to comment, learners may simply repeat the activity name (e.g., 'painting') without describing any specific feature, or they might remain silent due to communication barriers, requiring assessors to use alternative communication methods.
    • Forgetting to prepare workspace or use materials safely, leading to mess or potential hazards.
    • Struggling to comment on the finished product beyond 'yes' or 'no' without prompting.
    • Relying too heavily on adult assistance and not attempting any part independently.
    • Learners often forget to plan their product, leading to inefficient use of resources or unfinished work.
    • Many struggle to articulate their thoughts during the commentary, giving only superficial statements like 'I like it' without explaining why or how they created it.
    • Some focus too much on the aesthetic outcome rather than the process and resource use, missing key assessment criteria.
    • Learners often rush the planning stage, leading to inefficient use of materials.
    • Many learners find it challenging to evaluate their own work objectively, either being overly critical or unable to identify any features.
    • Forgetting to check if resources are suitable for the task before starting.
    • Learners choosing resources that are irrelevant or unsuitable for the intended craft (e.g., using heavy cardboard for a delicate folding task).
    • Failing to use resources safely, such as handling scissors incorrectly or applying glue in a way that creates a mess, which can be a safety hazard.
    • Being unable to vocalise or record any comment about their product beyond 'it's finished' or giving only a nod or gesture without a verbal or written observation.
    • Learners often rush the making process and produce an incomplete or messy product, rather than taking time to apply materials neatly.
    • Some learners struggle to comment on their work, giving only one-word answers (e.g., 'good') without explanation.
    • Resources may be used ineffectively, such as using too much glue or cutting materials incorrectly, leading to a product that does not hold together.
    • Learners may rely too heavily on a pre-made template or kit without showing their own selection or combination of resources.
    • In their commentary, learners often say only 'it was good' without providing a specific reason or linking it to a feature of the product.
    • Over-focusing on neatness rather than the process; assessors need to see evidence of exploration, not just a perfect copy.
    • Learners may rely heavily on adult prompting and fail to initiate any independent selection of resources, resulting in no observable decision-making.
    • Misuse or unsafe handling of tools (e.g., holding scissors incorrectly or applying glue inappropriately) can lead to incomplete or hazardous work.
    • Difficulty in shifting attention from the process to the product leads to an inability to comment on the finished work, with learners often stating they are 'finished' without any reflective statement.
    • Learners might copy others' ideas exactly without personal adaptation, showing limited understanding of the creative freedom allowed.
    • Some learners may produce work that bears no relation to the resources provided (e.g., scribbling off the paper), indicating a misunderstanding of task boundaries.
    • Using resources without considering suitability for the task.
    • Struggling to articulate comments beyond 'it's good' without prompting.
    • Forgetting to refer back to the original plan or idea when commenting on the finished product.
    • Selecting resources randomly without linking to the intended outcome.
    • Rushing the making process and producing an incomplete or messy final product.
    • Giving generic comments without specific reference to their own work.
    • Struggling to choose materials without prompting, leading to reliance on the assessor
    • Using materials unsafely, such as holding scissors incorrectly or spilling glue
    • Producing an item that does not match the planned idea due to difficulty following steps
    • Being unable to articulate what they have made or giving only a single-word answer without expansion
    • Confusing the order of steps in the instructions, resulting in an incomplete or incorrectly assembled product
    • Applying excessive glue or paint, leading to a messy finish that obscures details
    • Struggling to articulate comments beyond 'I like it' without prompting
    • Overlooking safety rules, such as holding scissors incorrectly or not clearing spillages
    • Rushing the product without following a simple plan or sequence.
    • Using materials unsafely (e.g., not cutting properly) or overlooking safety guidance.
    • Providing only superficial comments like 'it's nice' without explaining why.
    • Rushing the process and not following instructions carefully
    • Using too much glue or applying materials incorrectly
    • Being overly critical or unable to identify any positive aspects
    • Confusing resources with steps
    • Not checking the resources list before starting, leading to missing items mid-project.
    • Providing a comment that is too vague, such as 'it's nice', without any further description.
    • Using materials without regard for safety, e.g., scissors held incorrectly.
    • Assuming the product must be 'perfect' and becoming discouraged, rather than focusing on the process.
    • Misconception: 'Life skills are just common sense, so I don't need to study them.' Correction: While some skills may seem intuitive, this course provides structured learning and assessment to ensure you can apply them safely and consistently in different situations.
    • Misconception: 'I only need to know the theory, not practice.' Correction: This qualification is assessed through practical evidence. You must demonstrate skills in real or simulated contexts, such as making a snack or planning a journey.
    • Misconception: 'Entry Level qualifications aren't recognised by employers.' Correction: Entry Level awards are valued for showing foundational skills and a willingness to learn. They can lead to further qualifications and are respected by employers and colleges.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy at Entry 2 level, such as reading simple instructions and recognising numbers up to 100.
    • •Familiarity with following simple spoken or written instructions in everyday contexts.
    • •Some experience of working independently on short tasks, such as tidying a room or preparing a simple snack.

    Key Terminology

    Essential terms to know

    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Be able to use resources to create an art or craft product, Be able to comment on the completed art or craft product
    • Resource selection and use
    • Safe tool handling
    • Product creation
    • Self-reflection
    • Communication
    • Resource selection and safe handling
    • Following a creative process
    • Fine motor skill development
    • Self-expression through art
    • Reflective commentary
    • Selecting and using resources
    • Following step-by-step instructions
    • Safe tool handling
    • Basic finishing techniques
    • Self-evaluation and reflection
    • Resource selection and preparation
    • Safe and effective use of tools
    • Creative design and construction
    • Self-evaluation and reflection
    • Selecting appropriate resources
    • Following step-by-step instructions
    • Creativity and personal expression
    • Evaluating own work
    • Resource selection
    • Practical art techniques
    • Personal reflection
    • Communication of ideas
    • Fine motor development

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