Iprimary English Activity Book Year 2

[Darci Carlton]

Allchildren and young people should live healthy active lives. The UK Chief Medical Officers recommend that all children and young people should take part in moderate to vigorous intensity physical activity for at least 60 minutes every day. Children with special educational needs and disabilities should take part in 20 minutes of daily activity.

Schools have a key role to play in achieving this aim. This is particularly true of primary schools where the foundations of positive and enjoyable participation in regular physical activity are embedded. All children should have equal access to high-quality PE provision and opportunities to experience and participate in a wide range of sports and physical activities. Academic achievement can improve in school because of the benefits children can gain.

Schools should use the PE and sport premium funding to help achieve these aims. It must not be used for core-type school activities. They should use it to make additional and sustainable improvements to the PE, sport and physical activity they provide, such as:

Schools receive PE and sport premium funding based on the number of pupils they have in years 1 to 6. In cases where schools may not have set year groups (for example, in some special schools), pupils aged 5 to 10 attract the funding.

In most cases, we determine funding by using data from the January 2023 school census. For a new school, or a school teaching eligible pupils for the first time in the academic year 2023 to 2024, funding is based on data from the autumn 2023 school census.

Maintained schools, including pupil referral units (PRUs) and general hospitals, do not receive funding directly from the Department for Education (DfE). We give the funding to the local authority and they pass it on to the school.

Schools should see the continued professional development (CPD) of teachers as a key priority to make sure that the future quality of the teaching of PE, sport and physical activity is sustainable. This includes providing staff with:

Before making any decision on what the funding should be used for, schools (in particular, governors and trustees) should consider how the spending will benefit future pupils and what the lasting legacy of this spending will be.

Schools may wish to engage the expertise of external coaches to offer their pupils a wider variety of sports. Governing bodies, trustees or proprietors should seek assurance that providers have appropriate safeguarding and child protection policies and procedures in place, including inspecting these as needed.

Schools receive separate funding for the national PE curriculum. An example that falls under this is swimming and water safety lessons and any associated costs, other than additional top-up lessons for pupils who have not been able to meet the national curriculum requirements.

Schools can use grant funds to maintain existing assets because the funding can be used towards maintenance costs. For example, repainting lines on the playground is allowable as the playground should already be recognised as an asset, and the cost of repainting lines on it is a revenue maintenance cost.

As part of their role, governors and academy trustees should monitor how the funding is being spent and determine how it fits into school improvement plans and assess the impact it is having on pupils.

Schools, local authorities and academy proprietors must follow the terms set out in the conditions of grant document. If a school, local authority or academy proprietor fails to comply with these terms, the Secretary of State may require the school to repay all or any part of the premium paid.

Schools should provide attainment data for year 6 pupils from their most recent swimming lessons. This may be data from previous years, depending on the swimming programme at the school. Schools must keep attainment data from swimming lessons in years 3 to 5 to be able to report this accurately in year 6.

To help schools plan, monitor and report on the impact of their spending, partners in the PE and school sport sector have developed a planning tool and a recording template. These are on the Association for PE and Youth Sport Trust websites. We recommend that schools use these to plan and record how they use the PE and sport premium throughout the year, to be ready to publish the report at the end of the school year.

Do students really understand the tricky and subjective nature of historical primary sources? Start your school year with this fun primary source mystery activity. Students can learn more about you and develop essential primary source analysis skills for lessons throughout the school year.

Students may need initial guidance putting the various pieces of information together in order to make conclusions and a life chronology. For example, I ask the students about the birth date of the subject. At first, they concluded this information is not available. I point out that the high school yearbook provided a graduation date. Students quickly calculate an approximate birth year. I then point to the dated postmark on the envelope of the birthday card (the card included a message that said Happy 35th birthday) and students are able to guess a birth month. After demonstrating this problem-solving method, students can conclude additional information on their own.

Primary hyperparathyroidism is an endocrine disorder characterized by increased parathyroid hormone secretion, leading to hypercalcemia and renal and skeletal complications. Diagnosis requires excluding secondary causes and awareness about the complexities of abnormal lab values associated with primary hyperparathyroidism. Treatment involves parathyroid surgery for symptomatic cases; medical therapy with calcimimetic agents or bone resorptive medications may suit some patients. Understanding calcium homeostasis is crucial for management. This course explores the complexities surrounding primary hyperparathyroidism and increases understanding of the disorder's evaluation and management.

This activity for healthcare professionals is designed to enhance the learner's competence in differentiating primary hyperparathyroidism from secondary causes, grasping the intricacies of parathyroid hormone regulation, and recognizing clinical manifestations for timely diagnosis and appropriate intervention, ultimately enhancing patient care.

Objectives:Identify the clinical manifestations and laboratory findings associated with primary hyperparathyroidism.Differentiate primary hyperparathyroidism from secondary causes.Assess patients with primary hyperparathyroidism for renal and skeletal complications.Coordinate care within the interprofessional team for the long-term management of primary hyperparathyroidism.Access free multiple choice questions on this topic.

Primary hyperparathyroidism is a relatively common endocrine disorder characterized by increased secretion of parathyroid hormone and hypercalcemia that can result in significant renal and skeletal complications. However, most patients diagnosed in recent decades have relatively mild degrees of hypercalcemia. Although once known for the aphorism as a disease of "stones, bones, groans, and moans," as suggested by Fuller Albright, primary hyperparathyroidism is usually asymptomatic when initially diagnosed.[1] Stones refers to nephrolithiasis caused by hypercalciuria. Groaning refers to abdominal pain from constipation often produced by hypercalcemia or bone pain, which can directly or indirectly result from abnormal remodeling, fractures, or osteoporosis. Neuropsychiatric complaints can also be symptoms of primary hyperparathyroidism. Some degree of depression, anxiety, fatigue, cognitive dysfunction, memory loss, and similar psychological symptoms are found in 23% of patients severely affected with hyperparathyroidism.[2] Historically, primary hyperparathyroidism was diagnosed when patients presented with recurrent nephrolithiasis or bone disease. Radiological findings of primary hyperparathyroidism include osteitis fibrosa cystica, brown tumors of bones, evidence of subperiosteal bone resorption, "salt and pepper" erosions of the skull bones, and tapering of the distal portions of the finger bones and clavicles. While radiological evidence of primary hyperparathyroidism is now rare, bone densitometry can detect skeletal abnormalities well before these more obvious skeletal abnormalities become clinically apparent.[3]

Primary hyperparathyroidism involves excess parathyroid hormone (PTH) production by 1 of the 4 very small parathyroid glands normally located peripherally along the margins on the posterior aspect of the thyroid gland. The average parathyroid gland is approximately 6mm by 4 mm, weighing only 20 to 40 mg. Surgery remains the definitive, curative treatment, but observation alone or medical therapy is appropriate for selected patients.[4][5][6][7] PTH secretion is a tightly regulated process involving a complex interplay among serum calcium, serum phosphorus, vitamin D, activated vitamin D, and fibroblast growth factor-23 (FGF23). The primary regulator of PTH release is serum calcium, acting on the calcium-sensing receptors on the parathyroid surface. Calcitriol (ie, activated 1,25-vitamin D) and possibly phosphorus reduce PTH release. A basic understanding of normal calcium homeostasis and the natural history of primary hyperparathyroidism is essential to diagnose and properly manage patients with this disorder.

Secretion of PTH is inversely related to the ionized calcium concentration in the extracellular fluid as determined by the parathyroid calcium-sensing receptors (CaSR), G-protein coupled molecular chemoreceptors whose activity varies with changes in serum calcium. As the calcium concentration in the extracellular fluid increases, this receptor is activated, and parathyroid chief cells decrease their production and secretion of PTH. Conversely, as serum calcium levels decline, the activity of the CaSR decreases, and PTH secretion increases.[9][10] PTH activates PTH receptors, increasing the resorption of calcium and phosphate from bone, enhancing the distal tubular calcium reabsorption, and decreasing renal phosphorus reabsorption. The net renal effect is to increase urinary phosphate excretion but decrease urinary calcium until overwhelmed by serum hypercalcemia. PTH also plays an essential role in vitamin D metabolism, activating vitamin D 1-alpha hydroxylase, which increases the renal synthesis of 1,25-dihydroxyvitamin D.[11]

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