Jump into the three parts of the guide most families use first.
This theme is a natural reset — even for young children. A fresh start invites reflection and intention. This theme focuses on the concept of change, the passage of time, and the power of small daily habits.
This arc month introduces time vocabulary: yesterday, today, tomorrow, first, next, last. The calendar becomes a reading tool.
The calendar is the richest daily mathematics tool available. This arc month commits to using it with intention every morning.
What does a seed need to grow? What does a child need to learn? The parallels are compelling and concrete.
Fresh Start's energy is about direction, not speed. If the household is recovering from a busy end-of-year period, this month forgives a slow start. The seed-planting and goal-setting activities carry real emotional weight — rushed versions of both lose most of their value. Give them room. A note on independence this term — begin shifting toward setting up experiences and then stepping back. Let your child attempt things independently while you stay nearby. Messier results and longer completion times are not failure. They are the child building self-trust.
This theme opens with intention — the calendar becomes a daily anchor for time literacy, and the Fresh Start artwork gives the child's sense of possibility a physical form to revisit all year.
Revisit the Fresh Start art and talk about one hope for the coming theme; count 20 everyday things together (stairs, spoons, cushions).
If the Sky Observation cannot happen outside, observe the sky from a window. Draw the clouds, rain, or sky you see. Weather observation counts from indoors too.
If your child is beginning to sequence events — 'first we did this, then that' — their narrative thinking and mathematical ordering are developing together. Both are right on track.
Planting a seed launches a month-long science inquiry — Day 1 of the seed journal begins a record of what the child predicts, notices, and wonders as the plant grows.
Check and water the seed together; ask 'What do you think is happening underground right now?'
The seed planting and Pattern Necklace are already indoor activities. On rainy days, add a bonus and use the sand timer to see how long it takes to thread 10 beads.
If your child is counting to 20 with reasonable accuracy, even if they sometimes need a prompt at 13 or 15, the number arc for Term 2 is well-founded.
The Goal & Growth Wall goes up beside the calendar — a single sheet with the child's success drawing on top, their goal in their own words, and a small practice row that fills only when real practice happens. Abstract ideas like 'improvement' and 'practice' become visible without giving the parent another daily chart to maintain.
Walk past the Wall together and count this week's stickers; talk about one thing you (the adult) are trying to get better at, and name one tiny step you actually practiced.
Turn the Morning Routine Chart into a rainy day project. Draw each step of the routine and arrange them in order on the wall.
If your child is starting to check in on a habit they set — watering a plant, making their bed — without being reminded every day, that self-regulation is significant. Notice it aloud.
The month closes by connecting the seed's growth to the child's own — measuring the plant, reviewing the calendar, and asking 'What will I learn next?' are the same question at different scales.
Measure the seedling against the journal drawings and notice the growth; look at the current calendar together and circle one proud moment.
If outdoor exploration is not possible, do an indoor seed check. Examine the growing seedlings closely with a magnifying glass and draw what you see.
If this theme felt slower or harder to restart than you expected, that's completely normal. A fresh-start rhythm reset is one of the harder transitions to navigate. You made it through.
This month's hands-on activities, grouped by week. Open Instructions to run each one.
Every morning, you and your child stand at the calendar — mark today, name the day, read the date. Then, whenever something fresh happens — a seed milestone, a step toward the month's goal, a first-ever anything — an extra mark or sticker goes beside that day. Over four weeks the calendar fills with small marks that tell this family's fresh-start story.
Display the calendar at child height. On Day 1 agree together on two or three kinds of fresh-start marks — a sprout symbol for a seed moment, a star for a goal step, a dot for a first-ever anything. Stand before the calendar each morning and revisit the marks every few days.
Find today on the calendar. Mark it. Name the day and date together. If something fresh happened yesterday, add its symbol to yesterday's square.
✓ Marking today and naming the day of the week is always a complete daily ritual — a fresh-start mark is an invitation, not a requirement.
Count days to a special event and skim back across the week's fresh-start marks — name each one out loud. How many days until Saturday? How many fresh marks so far this week?
At week's end, look across the row together. Write or dictate one sentence: "This week the freshest thing was…" Read the full date and introduce ordinal numbers as you do.
Keep the calendar marks selective — only add a fresh-start mark when something genuinely changed or felt new.
At month's end, photograph the calendar and keep it in the child's portfolio as the month's personal record.
Refer to the calendar naturally when planning: "We're going to grandma's on Thursday — that's three days away," and when remembering: "That's the day we got the first shoot."
The calendar is a daily anchor that makes abstract time feel tangible — and a growing record of what is changing this month.
Real planning uses calendar thinking — let the child participate.
Learn the days of the week and months in your heritage language alongside English, and say aloud each fresh moment in the heritage language as it is marked — "first shoot", "the day we decided", "a real first." Fresh moments often carry more feeling in the language of the family.
Discuss the idea of a fresh start and invite the child to set one intention for the year ahead. Keep it concrete and joyful.
Talk about what an intention is: 'something I want to do more of or get better at.' Share your own first.
Share one thing you are looking forward to this year. Draw it.
✓ One genuine intention shared and drawn is a complete and meaningful activity.
Name one thing you want to learn. Draw and label it.
Write: 'This year I want to...' Complete the sentence in your own words.
Turn the intention into a visual — a drawing, a collage, or a simple vision board.
Write an 'If, then' plan together: "If I want to read more, then I'll read for ten minutes each evening."
Share your own intention with the child — show that adults set and work toward goals too.
Intentions are most meaningful and most tested when difficulty arrives.
Naming small wins builds confidence and makes the intention feel real.
State the goal or intention in your heritage language first, then translate it together. Expressing intention in both languages reinforces that both are full tools for real thinking.
Each child shares one goal. The other child draws a picture of their friend achieving it as a gift.
Your child is the Gardener. Plant fast-growing seeds together and begin a daily observation journal. The seed pot on the windowsill becomes the month's reference point — something real is happening, and your child is in charge of watching it.
Prepare soil and pots before the session. Have the seed journal ready to record Day 1 observations.
Plant seeds together. Draw what you planted. Make a prediction: what will happen first?
✓ Planting the seed, drawing Day 1, and making a prediction is a complete first session.
Label a diagram of the seed, root, shoot, leaf, and flower.
Track growth daily with measurements. Use data to confirm or revise predictions.
Plant a second seed in different conditions — less light, less water — and compare the results over two weeks.
Read the seed packet together and draw and label the instructions: depth, spacing, days to sprout.
Choose a vegetable or herb to grow that the child actually enjoys eating.
Plants on shelves and in gardens all started as seeds — connect what you see to where it began.
Every plant food tells a growing story — seeds, roots, fruit, and leaves are all clues.
Name the parts of the seed and plant in your heritage language — root, stem, leaf, seed. Plants are grown in every culture; this vocabulary is universally accessible and meaningful.
By Week 3, your child has several observation drawings of their growing seed in the journal. Now those drawings become a sequencing puzzle — spread them out, put them in the right order, and label each stage with sequence words. Every child's seed story looks different because every seed grows at its own pace.
Gather the observation drawings from the Seed Observation Journal. Spread them on the table face up in a mixed-up pile. Give the child thirty seconds to look before saying anything.
Together, find the first drawing — the dry seed before planting — and the most recent one. Place them at each end. Fill in the middle together, naming each stage as it goes down.
✓ Identifying the dry-seed drawing as the first in the sequence and placing it correctly at the start is a complete and real sequencing success.
The child arranges all drawings in order without help, then places a label under each one — first, next, then, finally — and retells the growth story aloud while pointing to each drawing.
The child extends the sequence with one prediction drawing for what comes finally when the plant is fully grown. Then they create a parallel sequence for their own goal this month: first, next, then, finally — drawn and labeled.
Sequence the morning routine drawings from the Morning Routine Chart using the same sequence words.
Write the seed story as a simple book: one drawing per page, one sentence per page, a cover, and a final prediction page.
Narrate a real sequence together at dinner: "First we... then... next... and finally..." Point out when events could not have happened in a different order.
Recipes are real sequences — first, next, then, finally — and mistakes reveal why the order matters.
The morning routine is a daily sequence the child already knows — labeling it with sequence words builds awareness in real time.
Retell the seed's story in your heritage language — does your language signal the order of events differently, or use different words for first, next, and last? Compare both.
One A3 sheet (or two A4 sheets taped together) goes up on the wall beside the calendar and becomes the family's Goal & Growth Wall. The top half holds a self-portrait the child draws of themselves doing the thing they want to get better at — what success looks like, in their own hand. Below it sits the goal in their own words ("I want to ___"). The bottom half has one small practice row — seven boxes is plenty — and a little space for a "What I noticed" note. When a real practice moment happens, the child adds a sticker. If the row fills, add another row; if it does not, the Wall still did its job because it made the goal visible.
Brainstorm possible goals together. Help the child choose one that is theirs — not yours, and concrete enough that a sticker can land when real practice happens ("I will read one book every day," "I will practice writing my name three times this week," "I will water the plant on my own"). On Day 1 lay the sheet flat. The child writes or dictates "My Goal" at the top, draws themselves doing it taking up the top half, and writes the goal sentence underneath. Together draw one row of seven boxes in the bottom half and leave a small blank space for "What I noticed." Then tape the Wall on the wall beside the calendar at child height. Add the first sticker only if a real practice moment has already happened.
Set the goal together. Draw the success picture and write the goal sentence with help. Add a sticker whenever a real practice moment happens.
✓ Day 1 — the sheet on the wall with the success drawing, the goal sentence, and the practice row — is a complete launch session. Each sticker after that is optional and quick.
At week's end, count the stickers in the practice row. If it helps, the child dictates one short "What I noticed" note — one thing they spotted in themselves while practicing.
Write: 'My goal is ___ because ___.' If the first row fills, add a second practice row. At month's end, choose the sticker or note that best shows real effort and circle it.
If the row fills, draw one more row underneath; if it does not fill, leave it alone.
Keep the Wall up past the theme's end only if the child still stops to look at it.
Refer to the Wall naturally in daily conversation: "Is this one of your practice moments? Do we get a sticker for the Wall?"
Struggle is exactly the moment to walk past the Wall together and look at the success drawing the child made.
Success needs to be named and celebrated in order to build real self-belief.
Write the goal sentence in your heritage language under the English line, and add the "What I noticed" note in whichever language carries the feeling more clearly. The Wall becomes a record of what the family notices, in the language the family thinks in.
Building on the basic dressing skills from earlier months, This theme focuses on fasteners. Buttons, zips, and poppers require fine motor precision and patience. Break each fastener into steps and celebrate each step forward.
Lay clothes out in the order they go on. Give time — this is a slow activity by design. Resist the urge to rush.
Put on one item of clothing with minimal support. Socks, hat, jumper — choose one.
✓ One item put on independently is a complete success.
Get fully dressed with only one prompt per item. Name each item as it goes on.
Choose appropriate clothes for the weather, dress fully independently, and check in the mirror.
Name each step in your heritage language as your child completes it — turning a routine into living vocabulary.
Your child is the Sky Scientist. Step outside (or look from a window) and observe the current sky. Record cloud types, the moon phase if visible, and any birds or moving branches. Like a fresh start, the sky is always changing — a science classroom that costs nothing to enter.
Go outside on a clear or partly cloudy day. Stand still for thirty seconds before drawing or speaking — just looking. Ask: 'What do you notice?'
Look at the sky and name what you see: clouds, sun, moving branches, birds. Draw one thing from the sky in the observation journal.
✓ Standing outside and naming one thing seen in the sky is a complete and real science session.
Name two or three cloud types using a simple chart (fluffy, flat, wispy). Record the color of the sky and whether it looks like rain or sun.
Record the full sky observation: cloud type, color, wind direction (watch a leaf or flag), temperature description, and one prediction. Compare to later weather records as the year progresses.
Name what you see in the sky in your heritage language — cloud, wind, sun, bare branch — and notice whether the words feel different to say outdoors.
String beads, paper shapes, or pasta pieces in a repeating pattern to make a fresh-start necklace. The child chooses the pattern rule, builds it, and reads it aloud — then wears the result, which makes the whole session worth doing twice.
Lay out the materials. Introduce the idea: 'A pattern is something that repeats over and over with a rule.' Show one example without the child copying it.
Create an AB pattern (red-blue-red-blue) and string at least six elements. Read the pattern aloud by color or shape as you go.
✓ Completing a six-element AB pattern necklace and reading it aloud is a full and joyful session.
Create an ABC pattern and string at least nine elements. Predict the next three elements before adding them, then check.
Design an original pattern with four elements or a color-and-shape combination pattern. Name the rule. Compare to a friend's or Learning Guide's pattern.
Read your pattern aloud in your heritage language as you string it — count and name each bead's color or shape. Pattern recognition is mathematical, and the vocabulary of sequence transfers directly.
Explore the -at, -an, and -it word families through oral play and rhyme riddles — all sound, no written text required. When the child starts making up their own nonsense rhymes, you'll know the session has landed.
Sit together. Say: 'I'm thinking of a word in the -at family. It rhymes with cat and it sits on your head — hat!' Let the child guess a few. Then swap roles.
Name five words in the -at family together: cat, bat, hat, mat, rat. Clap each word. Check that they rhyme by listening for the shared ending.
✓ Naming five words in one word family with awareness they rhyme is a complete phonological session.
Play a riddle game using two word families: 'I rhyme with fan and I live in a bin — can!' Swap roles so the child creates the riddle.
Blend sounds orally: 'I'm thinking of /h/…/a/…/t/ — what word is that?' And segment: 'Say the first sound in bat.' Try with all three families.
Play the same riddle game in your heritage language — does it have a word family with a similar shared ending? Even noticing that rhyme works differently across languages is a rich phonological observation.
Take turns giving rhyming challenges — one child says a word, the other finds as many rhymes as possible. Count and compare who found more.
Invite the child to spread butter or jam on bread and prepare their own breakfast plate. This simple food preparation builds independence, physical confidence, and the deeply satisfying feeling of feeding oneself.
Set out all ingredients and tools on a low tray within the child's reach. Demonstrate the spreading motion once. Step back and let them work.
Spread butter or jam on one slice of bread using the spreading knife. Place on a plate and eat.
✓ Spreading one slice of bread and placing it on a plate is a complete and real breakfast contribution.
Prepare breakfast for two people: spread, add a piece of fruit, arrange on the plate. Carry to the table.
Prepare breakfast independently from start to finish: choose the spread, prepare the bread, add accompaniments, carry to table, and clear away afterwards.
Name each step in your heritage language as your child completes it — turning a routine into living vocabulary.
Invite the child to sort and organize a designated shelf, drawer, or basket in the learning space. This builds classification thinking, ownership of the environment, and the satisfaction of visible order.
Empty the shelf together onto a mat. Ask: 'How shall we sort these so we can find things easily?' Follow the child's system, not yours.
Sort items into two groups (the child's choosing). Place each group back on the shelf in a dedicated spot.
✓ Sorting all items into two groups and returning them to the shelf is complete.
Sort into three or four groups and label each spot with a picture or word. Return everything to its place.
Design the organization system: decide categories, create labels, arrange items, and explain the system to another person.
Name each step in your heritage language as your child completes it — turning a routine into living vocabulary.
At the end of the month, the child leads a complete tidy and reset of the learning space — putting away the month's materials and preparing the space ahead. This teaches closure, responsibility, and the value of fresh beginnings.
Name the task together: 'Today we close this month and get ready for the next one. You're in charge.' Walk through the space together before starting.
Return three or four items to their designated places. Wipe down the table surface. Check: is the space ready for tomorrow?
✓ Returning two items and wiping the table is a complete and meaningful contribution.
The child leads the full tidy — returning materials, wiping surfaces, and checking the space is clear and ready.
The child leads the tidy, makes decisions about what to keep out for the next arc month, and does a final walk-around check before declaring the space ready.
Name each step in your heritage language as your child completes it — turning a routine into living vocabulary.
The child hunts for M and N letters in the real printed materials already on display in the learning space — the calendar on the wall, their goal card, the seed packet, a book cover. Every found letter gets circled or marked. The result is a personal M-N word collection from the words that matter most in their current work.
Lay the four materials on the table or stand at the wall calendar. Say: "M and N are hiding in everything we are using this month — let's go hunting."
Together, find three M words and three N words across the materials on the table. Say each word aloud and listen for the starting sound. Circle or point to each one as you find it.
✓ Finding one real M word and one real N word in the materials on the table and saying each starting sound clearly is a complete success.
The child hunts independently through two different materials and writes or draws the M and N words they find in two columns on a piece of paper. Every word must be one they can say aloud and understand.
After the hunt, the child writes one sentence using one M word and one N word they found — a true sentence about something from their morning. They read it back aloud and check the starting sounds.
Does your heritage language's word for new or morning start with M or N? Compare the starting sounds — sometimes they match across languages, sometimes they surprise you.
The child clears a small surface in the learning space and creates a display for this theme — a seed envelope, a simple goal card they have written or drawn, a fresh flower or branch, and one small object that represents something they are excited about. The act of intentionally curating this display embodies the Fresh Start theme and gives the theme a deliberate, hopeful opening.
Clear the surface together. Say: this is our Fresh Start corner. What do you want to put here to remind you of what this month is about?
Place objects together. The child carries each item and decides where it goes. Name each one as it arrives: this seed will grow, this card will remind you of your goal.
✓ A cleared surface with two or three deliberate objects placed with intention — the Fresh Start display is ready.
The child arranges independently and draws or writes a goal on their card before placing it. The goal can be as simple as one word or a small drawing.
The child designs the full display independently, writes their goal in a sentence, and presents the arrangement to a family member — explaining what each object means to them.
Invite the child to name each display object in your heritage language and say what it means — does the word itself carry any extra meaning or feeling?
Cut a monthly calendar grid apart into individual date squares and mix them up. The child reassembles the calendar in order — deepening understanding of number sequence, rows, and the structure of time.
Cut out each date square separately. Mix them on the table. Say: The calendar got all jumbled. Can you put it back in order?
Work together to find 1, then 2, then 3. Lay them in a row. Discuss what comes after 7 — a new row begins with 8.
✓ Correctly placing the first seven dates in a row demonstrates meaningful number-sequence understanding.
The child reassembles the calendar. When stuck, offer: What number comes after that one? rather than placing it for them.
The child reassembles without help, then answers questions: What day is the 15th? How many days until the end of the month?
Count and name each date in your heritage language as you reassemble the puzzle — a parallel number sequence builds richer mathematical vocabulary.
Create a visual morning routine chart together: draw pictures for each step — wake up, wash face, get dressed, eat breakfast, learning time. Display it at child height and watch morning negotiations quietly disappear.
Ask: What do we do every morning before learning begins? Let us write it all down in order. Brainstorm together before drawing.
Draw each step together in a strip: a stick person in bed, washing, dressing, eating. Label each with one word and display it.
✓ A chart with two or three illustrated steps that the child uses even once is a successful outcome.
The child draws each step independently with you scribing the label.
The child draws, labels (writing the words themselves), decorates, and uses the chart independently for a full week.
Label each step on the chart in your heritage language too — a bilingual morning routine chart is a daily reading and vocabulary moment built right into the wall.
Your child is the Seed Scientist. Begin a seed-and-growth observation journal. On day one, draw and describe the dry seed. Every two to three days, draw the new stage: root appears, shoot pushes up, first leaf unfolds. Science witnessed personally.
Place the seed where it can be observed daily. On day one, draw the seed before it goes in the soil — flat, dry, small.
Draw the seed together and describe it: color, shape, size. Write one word under the drawing: Dry. Return to observe every two days.
✓ A before-and-after drawing pair — seed then sprout — is a full observational science experience.
The child draws each stage independently, comparing to the previous drawing: What changed? What stayed the same?
The child writes or dictates a sentence under each drawing describing what changed and why they think it happened.
Dictate each journal observation in your heritage language first, then in English — describing what you notice in two languages sharpens the observation itself.
Prepare the Discovery Station for seed growing: fill a cup with soil, make a planting hole with a pencil, position it on a tray near the window, and set up a small watering can. Preparation is a skill.
Place all materials on a table covered with newspaper. Say: Before we can grow anything, we need to prepare the right conditions.
Together, fill the cup with soil to within 2 cm of the top. Smooth the surface. Make one small hole with a pencil. Position on the tray by the window.
✓ A cup filled with soil and a seed in the ground — the station is ready and the science has begun.
The child fills the cup independently, managing the soil with a spoon. They make the planting hole and position the container.
The child prepares three cups for three different seeds, labels each with a hand-drawn seed picture, and fills the watering can for first watering.
Name each setup step in your heritage language as the child does it — and share any phrase your family says when starting something new.
Use the letter O and its sound as the seed for a collaborative story. Begin: One ordinary day, an octopus decided to... The child continues, building narrative vocabulary while cementing the O sound.
Say: I am going to start a story with words beginning with O — and then you take over and add what happens next.
Tell two sentences of the O story. The child adds one more sentence. Take turns building the story — three rounds each is enough.
✓ One child-invented story event — however simple — is a complete creative language success.
The child adds three or more story events. Draw the main character together at the end. What problem did the character have? How was it solved?
The child dictates or writes the full story, illustrates it, and gives it a title starting with O.
After the English story, start the same story in your heritage language — the familiar premise in a different tongue opens a new world of words and associations.
The seedlings planted at the month's start now need regular, careful watering. The child takes on the daily routine — finger-check the soil, water if dry, record what changed. Five minutes a day that the child will actually remind you about.
Show the child how to check soil moisture with a finger: press 1 cm into the soil. If it is dry, the plant needs water. If damp, wait until tomorrow.
Together, check each seedling: dry or damp? Water the dry ones with one slow pour. Observe if any have begun to sprout. Record with a drawing.
✓ One plant checked and watered (or checked and left dry) is a complete act of plant stewardship.
The child checks and waters independently. They report what they observed — any new shoots, any yellowing, any change since yesterday.
The child takes full daily responsibility: check, water if needed, record in journal, and report at dinner. They develop the habit of observation over multiple days.
Say the daily care words in your heritage language — water, soil, sun, grow — and let the tending routine become a small daily immersion in the language of the home.
Short, low-prep activities that reinforce what your child is learning this month. Slot them in between core experiences or use them on lighter days.
Explore Letter M through tracing, songs, and spotting the letter in familiar words and objects.
Count objects and point to numerals to 20. Practice counting forwards and backwards from any starting number.
Talk about what a fresh start means — what do you want to learn, grow, or try?
Create a fresh-start artwork — a drawing, collage, or painted page — expressing hopes or intentions.
Explore Letter N through tracing, songs, and spotting the letter in familiar words and objects.
Skip count by 2s and 5s using fingers, objects, or a number line to 20.
Look at seeds and predict what they will grow into. Record predictions with drawings and labels.
Introduce a 1- or 2-minute sand timer during skill builder activities. Before starting, challenge your child to finish before the sand runs out. Afterwards, reflect on how long the activity took. Sand timers make invisible time visible and build the intuition that activities have measurable durations.
Explore Letter O through tracing, songs, and spotting the letter in familiar words and objects.
Arrange number cards or objects in order from 1 to 20. Identify what comes before and after a given number.
Start a simple daily habit tracker — morning routine, water, movement. Mark it each day for a week.
Revisit Letters M, N, and O — find them in books, point them out in the room, and practice writing each one.
Count the days of the week, find today’s date, and record the date on a calendar or tracking chart.
Discuss and draw or write one thing you want to learn or achieve in the months ahead.
Mark the end of the month with a small ritual — share one thing that felt good, one thing you made, one thing to try next.
Fresh Start's Learning Experiences are designed to be simple, habitual, and cumulative.
For full developmental benchmarks by age, see the Child Development & Learning Guide.
Skill arc focus this month:
Skill arc focus this month:
Fresh Start's core tools are a calendar, seeds, and a Goal & Growth Wall poster.
Items specific to this month — tick each as you gather it.
Specific to your skill position this month — gather these for the letter and maths work.
Reusable items used across multiple months — most families already have these. See the Year-Round Basics list.
Picture books chosen to enrich this month's theme — read one a week, or return to favourites as often as you like.
Commit to daily calendar use this month: day, date, month, year. Add 'days until...' countdowns for upcoming events.
Feature books about goals, change, and new beginnings. Add a 'word of the month' card: change.
Set up the seed journal and fresh-start artwork. Tape the Goal & Growth Wall on the wall beside the calendar at child height, so the success drawing and practice row are seen many times a day.
The growing seed is this theme's Discovery Station. Change its location from window to counter as the plant grows.
Skill arc adjustments for your position:
What is your child hoping for or curious about as this theme begins? This theme is about fresh starts and goals — their current obsession might reveal exactly what they want to grow toward.
Match the session length to your day — everything else stays the same.
These are not learning activities — and that is the point.
This tracker is for your own quiet observation — not a report card. Mark what you notice. Three levels are available for each milestone: Exploring (just starting to engage), Growing (doing it with some support), and Flying (doing it confidently and independently). There is no wrong answer. Every child moves at their own pace.
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