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

Students should run, skip, hop, and gallop with control, throw and catch a ball, and balance on one foot. They should also follow game rules, take turns, and stay active for longer stretches without getting frustrated.

How can I help my child build these skills at home?

Play catch with a soft ball, jump rope, or set up a quick obstacle course in the yard. Even ten minutes of active play after school helps. Walks, bike rides, and trips to the playground all count.

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

Skill at this age comes from practice, not talent. Pick one thing students enjoy, like dribbling a ball or hopping on one foot, and practice it in short bursts. Praise effort and small improvements rather than winning.

How should I sequence motor skills across the year?

Start with locomotor skills like running, skipping, and galloping in the fall, then move into throwing, catching, and kicking through the winter. Spring is a good time to combine skills into small-sided games and cooperative challenges.

Which skills usually need the most reteaching at this age?

Catching with two hands, skipping with a smooth pattern, and underhand throwing to a target are the common sticking points. Students also need repeated practice with personal space and stopping safely on a signal.

How do I build cooperation and respect into PE lessons?

Use partner and small-group tasks where success depends on both students. Teach simple routines for sharing equipment, taking turns, and cheering for classmates. Name the behavior out loud when students do it well so others learn what it looks like.

How do I know students are ready for next year?

By spring, students should move through space without bumping into others, perform basic skills on cue, and explain why activity is good for the body. They should also work with a partner without an adult stepping in to manage every disagreement.

How much active play should my child get outside of school?

Aim for about an hour of active play most days. It does not have to happen all at once. Short bursts of running around, climbing, or dancing in the living room add up across the day.

What does a student learn in ?

This is the year movement skills start to combine. Students run, skip, and jump with more control, then add throwing, catching, and kicking to those moves. They learn to play alongside classmates, take turns, and follow simple rules in group games. By spring, students can keep a steady game going with a partner and name a few activities they enjoy enough to do at home.

Running and skipping
Throwing and catching
Kicking
Cooperative games
Following rules
Healthy habits

Source: Vermont Common Core State 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 together
Students start the year learning how to move around the gym without bumping into each other. They practice listening for signals, finding personal space, and following simple rules so games run smoothly.
2
Running, jumping, and skipping
Students sharpen the basic ways the body moves. They run, hop, gallop, skip, and leap with more control, which shows up on the playground and during family walks.
3
Throwing, catching, and kicking
Students work with balls and beanbags. They aim a throw, track a catch, and kick toward a target, building the hand and foot skills that show up in most sports.
4
Playing fair with classmates
Students learn how to be a good partner and teammate. They take turns, encourage others, handle winning and losing, and sort out small disagreements during games.
5
Fitness and healthy habits
Students notice what their body does when it moves. They feel a faster heartbeat, name activities they enjoy, and start to see why moving every day keeps them feeling good.

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

VT-PE.1.2

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives students the foundation to stay active in sports, games, and everyday play.
Apply knowledge related to movement, performance

VT-PE.2.2

Students use what they know about how the body moves and stays healthy to join in activities with more control and purpose.
Develop social skills through movement, including respect for self and others…

VT-PE.3.2

Students practice taking turns, working with partners, and following shared rules during games and movement activities. The focus is on treating classmates fairly and making group activities run smoothly.
Develop personal skills, identify personal benefits of movement

VT-PE.4.2

Students practice moving their bodies regularly and start to notice how it makes them feel. They learn to choose activities they enjoy so staying active becomes a habit, not a chore.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives students the foundation to stay active in sports, games, and everyday play.	VT-PE.1.2
Apply knowledge related to movement, performance	Students use what they know about how the body moves and stays healthy to join in activities with more control and purpose.	VT-PE.2.2
Develop social skills through movement, including respect for self and others…	Students practice taking turns, working with partners, and following shared rules during games and movement activities. The focus is on treating classmates fairly and making group activities run smoothly.	VT-PE.3.2
Develop personal skills, identify personal benefits of movement	Students practice moving their bodies regularly and start to notice how it makes them feel. They learn to choose activities they enjoy so staying active becomes a habit, not a chore.	VT-PE.4.2

Physical Education

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

VT-PE.1.2

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives students the foundation to stay active in sports, games, and everyday play.
Apply knowledge related to movement, performance

VT-PE.2.2

Students use what they know about how the body moves and stays healthy to join in activities with more control and purpose.
Develop social skills through movement, including respect for self and others…

VT-PE.3.2

Students practice taking turns, working with partners, and following shared rules during games and movement activities. The focus is on treating classmates fairly and making group activities run smoothly.
Develop personal skills, identify personal benefits of movement

VT-PE.4.2

Students practice moving their bodies regularly and start to notice how it makes them feel. They learn to choose activities they enjoy so staying active becomes a habit, not a chore.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills gives students the foundation to stay active in sports, games, and everyday play.	VT-PE.1.2
Apply knowledge related to movement, performance	Students use what they know about how the body moves and stays healthy to join in activities with more control and purpose.	VT-PE.2.2
Develop social skills through movement, including respect for self and others…	Students practice taking turns, working with partners, and following shared rules during games and movement activities. The focus is on treating classmates fairly and making group activities run smoothly.	VT-PE.3.2
Develop personal skills, identify personal benefits of movement	Students practice moving their bodies regularly and start to notice how it makes them feel. They learn to choose activities they enjoy so staying active becomes a habit, not a chore.	VT-PE.4.2

Common Questions

What should my child be able to do in PE by the end of this year?
Students should run, skip, hop, and gallop with control, throw and catch a ball, and balance on one foot. They should also follow game rules, take turns, and stay active for longer stretches without getting frustrated.
How can I help my child build these skills at home?
Play catch with a soft ball, jump rope, or set up a quick obstacle course in the yard. Even ten minutes of active play after school helps. Walks, bike rides, and trips to the playground all count.
My child says they are bad at sports. What should I do?
Skill at this age comes from practice, not talent. Pick one thing students enjoy, like dribbling a ball or hopping on one foot, and practice it in short bursts. Praise effort and small improvements rather than winning.
How should I sequence motor skills across the year?
Start with locomotor skills like running, skipping, and galloping in the fall, then move into throwing, catching, and kicking through the winter. Spring is a good time to combine skills into small-sided games and cooperative challenges.
Which skills usually need the most reteaching at this age?
Catching with two hands, skipping with a smooth pattern, and underhand throwing to a target are the common sticking points. Students also need repeated practice with personal space and stopping safely on a signal.
How do I build cooperation and respect into PE lessons?
Use partner and small-group tasks where success depends on both students. Teach simple routines for sharing equipment, taking turns, and cheering for classmates. Name the behavior out loud when students do it well so others learn what it looks like.
How do I know students are ready for next year?
By spring, students should move through space without bumping into others, perform basic skills on cue, and explain why activity is good for the body. They should also work with a partner without an adult stepping in to manage every disagreement.
How much active play should my child get outside of school?
Aim for about an hour of active play most days. It does not have to happen all at once. Short bursts of running around, climbing, or dancing in the living room add up across the day.