What does PE look like at this age?

Students move from learning basic skills to using them in real games and activities. They run, throw, catch, dodge, and work with partners or teams. They also start thinking about fitness habits and what it means to play fairly.

How can I help my child stay active at home?

Aim for about 60 minutes of movement a day. That can be a walk after dinner, a bike ride, shooting baskets in the driveway, or kicking a ball around the yard. It does not have to be a sport or a workout to count.

My child says they are bad at sports. What should I do?

Sixth grade is when students start comparing themselves to others, and that can sting. Pick activities where progress is easy to see, like jumping rope, biking, or hiking. The goal is to enjoy moving, not to be the best on the field.

How should I sequence skills across the year?

Start with skill refreshers in small-sided games, then build toward modified team games where students apply those skills under pressure. Weave in fitness concepts and goal setting throughout, rather than saving them for one unit at the end.

What usually needs the most reteaching?

Throwing and catching with a moving target, defensive positioning, and pacing during longer activities. Students often have the basic skill but lose it once a game speeds up. Slow the game down, then build the pace back up.

How do I handle students with very different skill levels?

Use modified games with tiered roles so a student who is still learning can pass and support while a more skilled student takes on a harder position. Rotate roles often. Grade on effort and growth, not athletic ability.

What should students be able to do by the end of the year?

Students should play modified team games using the right skills, follow rules without being reminded, and explain how exercise affects their heart, muscles, and mood. They should also be able to set a simple fitness goal and track it.

Does my child need to play an organized sport?

No. Organized sports are one option, but walking the dog, dancing, swimming, or playing tag with siblings all count. What matters is finding something students enjoy enough to keep doing on their own.

What does a student learn in ?

This is the year gym class shifts from playing games to thinking about why the body moves the way it does. Students practice skills like dribbling, throwing, and stretching while learning what builds real fitness. They work on teamwork, fair play, and handling themselves well in a group. By spring, students can explain why they picked a certain activity and stick with one that keeps them active outside of school.

Motor skills
Fitness basics
Teamwork
Fair play
Lifelong activity

Source: Maine Maine Learning Results

Year at a glance

How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.

1
Moving with skill and control
Students sharpen the basics of running, jumping, throwing, catching, and dodging. They start to put these moves together in warm-ups and small games, building the body control they will use all year.
2
Teamwork and fair play
Students learn how to play well with others. They practice listening to teammates, following rules, handling wins and losses, and including classmates of different skill levels.
3
Fitness and how the body works
Students learn what makes a workout build strength, stamina, or flexibility. They check their own heart rate, set simple fitness goals, and connect daily choices like sleep and water to how they feel and perform.
4
Strategy in sports and games
Students apply what they know to real games like soccer, basketball, or net sports. They practice positioning, passing, and reading the play instead of just chasing the ball.
5
Building habits for life
Students reflect on what kinds of activity they enjoy and feel good doing. They make a simple plan to stay active outside of class, from biking to dance to pickup games at the park.

Mastery Learning Standards

The required skills a student should display by the end of Grade 6.

Physical Education

Develop a variety of motor skills, including locomotor, non-locomotor

ME-PE.1.6

Students practice movement skills like running, balancing, and throwing or catching a ball. Building a range of these skills makes it easier to stay active in sports, games, and everyday life.
Apply knowledge related to movement, performance

ME-PE.2.6

Students connect what they know about how the body moves and stays fit to make better choices during physical activity. They use that knowledge to improve how they perform and how long they can keep going.
Develop social skills through movement, including respect for self and others…

ME-PE.3.6

Students practice working with others during physical activities: listening, taking turns, and handling wins and losses with respect. The focus is on how students treat teammates and opponents, not just how well they move.
Develop personal skills, identify personal benefits of movement

ME-PE.4.6

Students practice setting personal fitness goals and reflect on how regular movement makes them feel. The focus is on building habits they will actually keep, not just finishing a unit.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice movement skills like running, balancing, and throwing or catching a ball. Building a range of these skills makes it easier to stay active in sports, games, and everyday life.	ME-PE.1.6
Apply knowledge related to movement, performance	Students connect what they know about how the body moves and stays fit to make better choices during physical activity. They use that knowledge to improve how they perform and how long they can keep going.	ME-PE.2.6
Develop social skills through movement, including respect for self and others…	Students practice working with others during physical activities: listening, taking turns, and handling wins and losses with respect. The focus is on how students treat teammates and opponents, not just how well they move.	ME-PE.3.6
Develop personal skills, identify personal benefits of movement	Students practice setting personal fitness goals and reflect on how regular movement makes them feel. The focus is on building habits they will actually keep, not just finishing a unit.	ME-PE.4.6

Physical Education

Develop a variety of motor skills, including locomotor, non-locomotor

ME-PE.1.6

Students practice movement skills like running, balancing, and throwing or catching a ball. Building a range of these skills makes it easier to stay active in sports, games, and everyday life.
Apply knowledge related to movement, performance

ME-PE.2.6

Students connect what they know about how the body moves and stays fit to make better choices during physical activity. They use that knowledge to improve how they perform and how long they can keep going.
Develop social skills through movement, including respect for self and others…

ME-PE.3.6

Students practice working with others during physical activities: listening, taking turns, and handling wins and losses with respect. The focus is on how students treat teammates and opponents, not just how well they move.
Develop personal skills, identify personal benefits of movement

ME-PE.4.6

Students practice setting personal fitness goals and reflect on how regular movement makes them feel. The focus is on building habits they will actually keep, not just finishing a unit.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice movement skills like running, balancing, and throwing or catching a ball. Building a range of these skills makes it easier to stay active in sports, games, and everyday life.	ME-PE.1.6
Apply knowledge related to movement, performance	Students connect what they know about how the body moves and stays fit to make better choices during physical activity. They use that knowledge to improve how they perform and how long they can keep going.	ME-PE.2.6
Develop social skills through movement, including respect for self and others…	Students practice working with others during physical activities: listening, taking turns, and handling wins and losses with respect. The focus is on how students treat teammates and opponents, not just how well they move.	ME-PE.3.6
Develop personal skills, identify personal benefits of movement	Students practice setting personal fitness goals and reflect on how regular movement makes them feel. The focus is on building habits they will actually keep, not just finishing a unit.	ME-PE.4.6

Common Questions

What does PE look like at this age?
Students move from learning basic skills to using them in real games and activities. They run, throw, catch, dodge, and work with partners or teams. They also start thinking about fitness habits and what it means to play fairly.
How can I help my child stay active at home?
Aim for about 60 minutes of movement a day. That can be a walk after dinner, a bike ride, shooting baskets in the driveway, or kicking a ball around the yard. It does not have to be a sport or a workout to count.
My child says they are bad at sports. What should I do?
Sixth grade is when students start comparing themselves to others, and that can sting. Pick activities where progress is easy to see, like jumping rope, biking, or hiking. The goal is to enjoy moving, not to be the best on the field.
How should I sequence skills across the year?
Start with skill refreshers in small-sided games, then build toward modified team games where students apply those skills under pressure. Weave in fitness concepts and goal setting throughout, rather than saving them for one unit at the end.
What usually needs the most reteaching?
Throwing and catching with a moving target, defensive positioning, and pacing during longer activities. Students often have the basic skill but lose it once a game speeds up. Slow the game down, then build the pace back up.
How do I handle students with very different skill levels?
Use modified games with tiered roles so a student who is still learning can pass and support while a more skilled student takes on a harder position. Rotate roles often. Grade on effort and growth, not athletic ability.
What should students be able to do by the end of the year?
Students should play modified team games using the right skills, follow rules without being reminded, and explain how exercise affects their heart, muscles, and mood. They should also be able to set a simple fitness goal and track it.
Does my child need to play an organized sport?
No. Organized sports are one option, but walking the dog, dancing, swimming, or playing tag with siblings all count. What matters is finding something students enjoy enough to keep doing on their own.