Moving safely and together
Students learn how to start, stop, and move around the play space without bumping into classmates. They practice listening for signals and using equipment the right way.
What does a student learn in
This is the year movement gets more deliberate. Students practice basic skills like hopping, skipping, throwing, and catching, and they start to notice how their bodies move through space. They learn that exercise makes the heart beat faster and the muscles feel stronger. By spring, students can follow simple rules in a group game and take turns without losing track of the activity.
- Hopping and skipping
- Throwing and catching
- Balance
- Fitness habits
- Group games
- Taking turns
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
- 2
Building basic motor skills
Students practice the building blocks of almost every game: running, skipping, hopping, jumping, and galloping. The goal is steadier balance and more control with each try.
- 3
Throwing, catching, and kicking
Students work with beanbags, soft balls, and playground balls. They practice tossing to a partner, catching with two hands, and kicking a ball toward a target.
- 4
Getting stronger and faster
Students try short bursts of running, jumping, and stretching to see how the heart and muscles feel during exercise. They learn that moving every day helps the body grow strong.
- 5
Playing fair with classmates
Students take turns, follow simple game rules, and cheer on teammates. They practice being a good sport whether the game goes their way or not.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Physical Education
| Standard | Definition | Code |
|---|---|---|
| Moving your body in different ways | Students practice the basic moves used in games and activities, like running, jumping, balancing, and throwing. The goal is to build enough body control to take part in lots of different physical activities. | CA-PE.1.1 |
| How bodies move and why | Students learn the basics of how their bodies move: why bending their knees helps them balance, how changing speed affects control, and how simple rules shape a game. These ideas help them practice skills and play more confidently. | CA-PE.2.1 |
| Staying fit and active | Students track how their body feels during activity, like whether they can run longer or move more easily, and practice being active to get stronger and healthier over time. | CA-PE.3.1 |
| How exercise helps your body stay healthy | Students learn basic ideas about how exercise makes the body stronger and healthier. They practice simple habits like moving more and resting enough to help their bodies feel and perform better. | CA-PE.4.1 |
| Mindset and teamwork in physical activity | Students learn how their feelings and attitude affect how they move and play. They also practice working with others and following rules during games and physical activities. | CA-PE.5.1 |
No state assessments at this grade
Students take their next one in Grade 5.
Physical Fitness Test (PFT)
California's fitness assessment for grades 5, 7, and 9. Administration was paused in spring 2022 while the program is redesigned to drop body-composition components; districts continue to receive guidance but do not currently submit student-level results.
- When given:
- Historically February-May (currently paused)
- Frequency:
- Annual at grades 5, 7, and 9 (currently paused)
Common Questions
What does a year of physical education look like at this age?
Students build the basic movement skills that everything else depends on later: running, jumping, hopping, skipping, throwing, catching, and kicking. They also learn how to move safely around other people, follow simple game rules, and notice how their body feels when it works hard.
How can I help my child build these skills at home?
Ten minutes of active play a day goes a long way. Roll or toss a ball back and forth, set up a hopping path with sidewalk chalk, or play tag in the yard. The point is repetition in a relaxed setting, not drills.
My child seems clumsy compared to other kids. Should I worry?
Probably not. Coordination at this age varies a lot, and most of it comes with practice and growth. Give regular chances to run, climb, balance, and throw, and check in with the teacher if a skill still feels stuck after a few months of practice.
How should I sequence motor skills across the year?
Start with locomotor skills like running, hopping, and skipping in open space, then layer in object control such as rolling, tossing, and catching with large soft balls. Save partner work and simple tag-style games for later in the year, once students can manage their own body in shared space.
Which skills usually need the most reteaching?
Catching, skipping, and kicking a moving ball tend to lag behind running and jumping. Plan to revisit them in short bursts across the year rather than teaching them once and moving on. Stations with low-pressure repetition usually help more than whole-class demos.
How do I get students thinking about fitness without turning it into a lecture?
Tie it to what they already feel. After active play, ask where they notice their heart beating, why they are breathing harder, or which muscles feel tired. Short, repeated conversations build the vocabulary faster than a dedicated fitness unit.
How can I help my child cope with losing a game or missing a catch?
Name the feeling first, then point at the next try. Something like, that was frustrating, want to try again? works better than telling a child not to be upset. Playing low-stakes games at home gives plenty of chances to practice bouncing back.
How do I know students are ready for next year?
By spring, most students should be able to run and stop under control, hop and skip without thinking about it, toss and catch a large ball with a partner, and follow the rules of a simple group game. They should also be able to tell you when their body feels tired or warmed up.