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

Students should move with control in a range of activities: running and dodging in games, throwing and catching at a target, jumping rope, balancing, and basic dribbling with hands and feet. They should also explain why warming up matters and how exercise helps the heart and lungs.

How can I help my child stay active at home?

Aim for 30 to 60 minutes of real movement most days. Walks, bike rides, backyard catch, dance videos, or shooting hoops all count. Let students pick the activity so it feels like fun, not homework.

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

Focus on one skill at a time instead of whole games. Practice catching a soft ball from a few feet away, or jumping rope for one minute. Small wins build confidence faster than picking teams in the backyard.

How should I sequence skills across the year?

Start with locomotor and balance work, then layer in throwing, catching, kicking, and striking with hands and paddles. Move into small-sided games once skills are steady, and weave in fitness concepts and cooperation work throughout rather than saving them for one unit.

Which skills usually need the most reteaching at this grade?

Overhand throwing form, catching with the hands instead of the body, and striking a moving ball are the common sticking points. Dribbling with the non-dominant hand or foot also needs steady practice. Short skill stations work better than long drills.

What fitness ideas should students understand, not just do?

Students should know the difference between warm-up and workout, name a few muscles, and explain why activities like running raise heart rate while stretching does not. Have them check their pulse before and after activity so the idea sticks.

How do I grade PE fairly when students have such different ability levels?

Grade effort, skill growth, and behavior separately from athletic talent. A short skills check at the start and end of a unit shows growth, and a simple rubric for cooperation and safety covers the social piece. Avoid grading on who wins.

How do I know my child is ready for middle school PE?

Students should be able to join a new game, follow the rules, take turns, and handle losing without melting down. They should also have a few activities they actually enjoy and choose on their own, since middle school PE leans more on personal fitness habits.

What does a student learn in ?

This is the year movement skills come together into real games and routines. Students combine running, jumping, throwing, and catching to play team activities with strategy, not just practice drills. They learn how the heart, lungs, and muscles respond to exercise, and how to warm up, cool down, and set simple fitness goals. By spring, students can lead a short warm-up, play fairly on a team, and explain why they choose to be active.

Motor skills
Team games
Fitness
Sportsmanship
Healthy habits

Source: Maryland Maryland College and Career-Ready Standards

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, dodging, throwing, catching, and kicking. The goal is steadier control and smoother movement during games and warm-ups.
2
Teamwork and fair play
Students practice working with classmates in small games and group activities. They take turns leading, listening, and solving problems without things falling apart when a game gets close.
3
How the body gets stronger
Students learn what makes a workout actually work. They notice heart rate, muscle effort, and stretching, and connect daily activity to feeling stronger over time.
4
Choosing activity for life
Students try a wider range of activities and figure out which ones they enjoy. They set small personal goals and start to see activity as something they pick for themselves, not just something assigned.

Mastery Learning Standards

The required skills a student should display by the end of Grade 5.

Physical Education

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

MD-PE.1.5

Students practice moving in different ways, such as jumping, balancing, and throwing or catching a ball. Building these skills gives students more ways to stay active as they grow.
Apply knowledge related to movement, performance

MD-PE.2.5

Students use what they know about how the body moves and stays fit to make better choices during exercise and physical activity. That includes adjusting effort, pacing themselves, and understanding why warming up or building strength matters.
Develop social skills through movement, including respect for self and others…

MD-PE.3.5

Students practice working with others during games and activities, showing respect, taking turns, and solving small disagreements without stepping out of the game.
Develop personal skills, identify personal benefits of movement

MD-PE.4.5

Students learn to recognize what regular movement does for their body and mood, then practice making choices that keep them active. The goal is building habits they can carry into adult life.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving in different ways, such as jumping, balancing, and throwing or catching a ball. Building these skills gives students more ways to stay active as they grow.	MD-PE.1.5
Apply knowledge related to movement, performance	Students use what they know about how the body moves and stays fit to make better choices during exercise and physical activity. That includes adjusting effort, pacing themselves, and understanding why warming up or building strength matters.	MD-PE.2.5
Develop social skills through movement, including respect for self and others…	Students practice working with others during games and activities, showing respect, taking turns, and solving small disagreements without stepping out of the game.	MD-PE.3.5
Develop personal skills, identify personal benefits of movement	Students learn to recognize what regular movement does for their body and mood, then practice making choices that keep them active. The goal is building habits they can carry into adult life.	MD-PE.4.5

Physical Education

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

MD-PE.1.5

Students practice moving in different ways, such as jumping, balancing, and throwing or catching a ball. Building these skills gives students more ways to stay active as they grow.
Apply knowledge related to movement, performance

MD-PE.2.5

Students use what they know about how the body moves and stays fit to make better choices during exercise and physical activity. That includes adjusting effort, pacing themselves, and understanding why warming up or building strength matters.
Develop social skills through movement, including respect for self and others…

MD-PE.3.5

Students practice working with others during games and activities, showing respect, taking turns, and solving small disagreements without stepping out of the game.
Develop personal skills, identify personal benefits of movement

MD-PE.4.5

Students learn to recognize what regular movement does for their body and mood, then practice making choices that keep them active. The goal is building habits they can carry into adult life.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving in different ways, such as jumping, balancing, and throwing or catching a ball. Building these skills gives students more ways to stay active as they grow.	MD-PE.1.5
Apply knowledge related to movement, performance	Students use what they know about how the body moves and stays fit to make better choices during exercise and physical activity. That includes adjusting effort, pacing themselves, and understanding why warming up or building strength matters.	MD-PE.2.5
Develop social skills through movement, including respect for self and others…	Students practice working with others during games and activities, showing respect, taking turns, and solving small disagreements without stepping out of the game.	MD-PE.3.5
Develop personal skills, identify personal benefits of movement	Students learn to recognize what regular movement does for their body and mood, then practice making choices that keep them active. The goal is building habits they can carry into adult life.	MD-PE.4.5

Common Questions

What should students be able to do in PE by the end of this year?
Students should move with control in a range of activities: running and dodging in games, throwing and catching at a target, jumping rope, balancing, and basic dribbling with hands and feet. They should also explain why warming up matters and how exercise helps the heart and lungs.
How can I help my child stay active at home?
Aim for 30 to 60 minutes of real movement most days. Walks, bike rides, backyard catch, dance videos, or shooting hoops all count. Let students pick the activity so it feels like fun, not homework.
My child says they are bad at sports. What should I do?
Focus on one skill at a time instead of whole games. Practice catching a soft ball from a few feet away, or jumping rope for one minute. Small wins build confidence faster than picking teams in the backyard.
How should I sequence skills across the year?
Start with locomotor and balance work, then layer in throwing, catching, kicking, and striking with hands and paddles. Move into small-sided games once skills are steady, and weave in fitness concepts and cooperation work throughout rather than saving them for one unit.
Which skills usually need the most reteaching at this grade?
Overhand throwing form, catching with the hands instead of the body, and striking a moving ball are the common sticking points. Dribbling with the non-dominant hand or foot also needs steady practice. Short skill stations work better than long drills.
What fitness ideas should students understand, not just do?
Students should know the difference between warm-up and workout, name a few muscles, and explain why activities like running raise heart rate while stretching does not. Have them check their pulse before and after activity so the idea sticks.
How do I grade PE fairly when students have such different ability levels?
Grade effort, skill growth, and behavior separately from athletic talent. A short skills check at the start and end of a unit shows growth, and a simple rubric for cooperation and safety covers the social piece. Avoid grading on who wins.
How do I know my child is ready for middle school PE?
Students should be able to join a new game, follow the rules, take turns, and handle losing without melting down. They should also have a few activities they actually enjoy and choose on their own, since middle school PE leans more on personal fitness habits.