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

Students should skip, gallop, hop, and jog with control, throw and catch a ball at a partner, and kick a rolling ball. They should also play simple group games, take turns, and follow rules without constant reminders.

How can families support PE at home?

Ten minutes of active play most days makes a real difference. Play catch in the yard, kick a ball back and forth, jump rope, or walk to the park. The goal is steady practice with basic movements, not drills.

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

Most students this age are still learning how their body moves. Pick one skill, like catching a soft ball from three feet away, and practice it for a few minutes a few times a week. Confidence comes from small wins, not from playing a full game.

How should units be sequenced across the year?

Start with locomotor skills like skipping and galloping in the fall, move into ball-handling and kicking through winter, and build into partner and small-group games by spring. Revisit each skill in short blocks so students keep practicing what they learned earlier.

What concepts beyond movement should be taught?

Students should learn why a warm-up matters, what a fast heartbeat feels like, and which activities make them breathe harder. Tie these ideas to the games being played so the vocabulary sticks.

How much physical activity should a student get outside of school?

Aim for about an hour of active play a day, broken into smaller chunks. Riding a bike, playing tag, dancing in the kitchen, and climbing at the playground all count. Screens off, body moving.

Which skills usually need the most reteaching?

Catching with two hands, throwing with the opposite foot forward, and skipping with both legs are the common sticking points. Build short practice stations into warm-ups so students get repetitions without sitting through a full lesson on one skill.

How do teachers handle students with very different skill levels?

Use stations with the same skill at two or three difficulty levels, like catching from three feet, six feet, or a bounce pass. Students self-select where to start, then move up as they get comfortable. This keeps everyone working without singling anyone out.

How do students learn cooperation and fair play in PE?

Partner games and small-group activities give students lots of chances to take turns, share equipment, and settle small disagreements. Naming the behavior in the moment, like calling out a good pass or a kind word, teaches more than a lecture.

What does a student learn in ?

This is the year movement starts to feel like a skill students can practice and improve. Students run, skip, jump, throw, catch, and kick with more control, and they start to notice why warming up and moving every day matters. Working with a partner or small group becomes a real part of class, with turns taken and rules followed. By spring, students can play a simple game fairly, follow basic movement directions, and name an activity they enjoy doing to stay active.

Running and jumping
Throwing and catching
Teamwork
Fitness habits
Following rules
Healthy choices

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 safely and together
Students start the year learning how to move around the gym safely, follow directions, and share space with classmates. Expect stories about warm-ups, taking turns, and listening for the whistle.
2
Running, jumping, and balancing
Students practice the building blocks of movement like skipping, hopping, galloping, and holding a steady balance. These skills show up later in almost every game and sport they try.
3
Throwing, catching, and kicking
Students work with balls and beanbags to throw, catch, kick, and strike with a paddle or bat. Aim and control start to improve, and partner activities become a bigger part of class.
4
Playing fair with others
Students play small group games that ask them to cooperate, take turns, and handle winning and losing. Teachers introduce simple ideas about teamwork and being a good partner.
5
Fitness and healthy habits
Students notice how their heart beats faster and their breathing changes when they move. They try activities that build strength and stamina, and talk about why daily movement matters.

Mastery Learning Standards

The required skills a student should display by the end of Grade 2.

Physical Education

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

MD-PE.1.2

Students practice moving their bodies in different ways, like running, jumping, throwing, and catching. Building these skills early helps students stay active as they grow.
Apply knowledge related to movement, performance

MD-PE.2.2

Students use what they know about how their body moves to make better choices during physical activity. They connect ideas about effort, form, and health to how they actually perform in class.
Develop social skills through movement, including respect for self and others…

MD-PE.3.2

Students practice getting along while moving. They take turns, listen to classmates, and make choices that keep the group working together during games and activities.
Develop personal skills, identify personal benefits of movement

MD-PE.4.2

Students practice basic movement skills and start recognizing why staying active feels good. The goal is building habits that stick, not just getting through gym class.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways, like running, jumping, throwing, and catching. Building these skills early helps students stay active as they grow.	MD-PE.1.2
Apply knowledge related to movement, performance	Students use what they know about how their body moves to make better choices during physical activity. They connect ideas about effort, form, and health to how they actually perform in class.	MD-PE.2.2
Develop social skills through movement, including respect for self and others…	Students practice getting along while moving. They take turns, listen to classmates, and make choices that keep the group working together during games and activities.	MD-PE.3.2
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills and start recognizing why staying active feels good. The goal is building habits that stick, not just getting through gym class.	MD-PE.4.2

Physical Education

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

MD-PE.1.2

Students practice moving their bodies in different ways, like running, jumping, throwing, and catching. Building these skills early helps students stay active as they grow.
Apply knowledge related to movement, performance

MD-PE.2.2

Students use what they know about how their body moves to make better choices during physical activity. They connect ideas about effort, form, and health to how they actually perform in class.
Develop social skills through movement, including respect for self and others…

MD-PE.3.2

Students practice getting along while moving. They take turns, listen to classmates, and make choices that keep the group working together during games and activities.
Develop personal skills, identify personal benefits of movement

MD-PE.4.2

Students practice basic movement skills and start recognizing why staying active feels good. The goal is building habits that stick, not just getting through gym class.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways, like running, jumping, throwing, and catching. Building these skills early helps students stay active as they grow.	MD-PE.1.2
Apply knowledge related to movement, performance	Students use what they know about how their body moves to make better choices during physical activity. They connect ideas about effort, form, and health to how they actually perform in class.	MD-PE.2.2
Develop social skills through movement, including respect for self and others…	Students practice getting along while moving. They take turns, listen to classmates, and make choices that keep the group working together during games and activities.	MD-PE.3.2
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills and start recognizing why staying active feels good. The goal is building habits that stick, not just getting through gym class.	MD-PE.4.2

Common Questions

What should students be able to do in PE by the end of this year?
Students should skip, gallop, hop, and jog with control, throw and catch a ball at a partner, and kick a rolling ball. They should also play simple group games, take turns, and follow rules without constant reminders.
How can families support PE at home?
Ten minutes of active play most days makes a real difference. Play catch in the yard, kick a ball back and forth, jump rope, or walk to the park. The goal is steady practice with basic movements, not drills.
My child says they are bad at sports. What should I do?
Most students this age are still learning how their body moves. Pick one skill, like catching a soft ball from three feet away, and practice it for a few minutes a few times a week. Confidence comes from small wins, not from playing a full game.
How should units be sequenced across the year?
Start with locomotor skills like skipping and galloping in the fall, move into ball-handling and kicking through winter, and build into partner and small-group games by spring. Revisit each skill in short blocks so students keep practicing what they learned earlier.
What concepts beyond movement should be taught?
Students should learn why a warm-up matters, what a fast heartbeat feels like, and which activities make them breathe harder. Tie these ideas to the games being played so the vocabulary sticks.
How much physical activity should a student get outside of school?
Aim for about an hour of active play a day, broken into smaller chunks. Riding a bike, playing tag, dancing in the kitchen, and climbing at the playground all count. Screens off, body moving.
Which skills usually need the most reteaching?
Catching with two hands, throwing with the opposite foot forward, and skipping with both legs are the common sticking points. Build short practice stations into warm-ups so students get repetitions without sitting through a full lesson on one skill.
How do teachers handle students with very different skill levels?
Use stations with the same skill at two or three difficulty levels, like catching from three feet, six feet, or a bounce pass. Students self-select where to start, then move up as they get comfortable. This keeps everyone working without singling anyone out.
How do students learn cooperation and fair play in PE?
Partner games and small-group activities give students lots of chances to take turns, share equipment, and settle small disagreements. Naming the behavior in the moment, like calling out a good pass or a kind word, teaches more than a lecture.