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

Students should skip, gallop, hop, and jump with control. They should catch a tossed ball with their hands, kick a rolling ball, and dribble a ball a short distance. They should also know simple game rules and take turns without much prompting.

How can families help build these skills at home?

Play catch with a soft ball, kick a ball back and forth in the yard, or set up a hopscotch grid with chalk. Ten minutes of active play most days adds up. Try different objects too, like a beach ball, a tennis ball, and a balloon, so hands and eyes get used to different sizes and speeds.

How should the year be sequenced?

Start with locomotor skills like skipping and galloping in the fall, then move into throwing, catching, and kicking through the winter. Spring is a good time for small-sided games that pull those skills together. Cooperation lessons should run all year, not sit in one unit.

What if a student is clumsy or behind their classmates?

At this age, coordination develops at very different rates and that is normal. Short daily practice with one skill at a time helps more than long sessions. Focus on a single cue, like watching the ball into the hands, before adding speed or competition.

Which skills usually need the most reteaching?

Catching with the hands instead of trapping against the body is the slowest to develop. Overhand throwing form also needs steady practice, especially stepping with the opposite foot. Plan short skill stations across many lessons rather than one big unit.

Why is so much PE time spent on cooperation and taking turns?

Games fall apart when students cannot share equipment, follow rules, or handle losing a turn. Teaching those habits early means the rest of the year runs smoother and students actually get more active minutes. It also carries over into the classroom.

How do I know a student is ready for third grade PE?

They can combine two skills, like running and kicking or dribbling and stopping, without losing control. They can explain why warming up matters and name an activity they enjoy outside of school. They also follow game rules and resolve small disagreements without an adult stepping in every time.

What does a student learn in ?

This is the year movement starts to feel like a skill students can practice and improve. Students sharpen the basics from kindergarten and first grade, like running, jumping, skipping, throwing, and catching, so the moves feel smoother and more controlled. They also learn how to share space, follow directions in a game, and take turns without falling apart. By spring, students can play a simple group game with classmates, follow the rules, and keep going for several minutes without tiring out.

Running and jumping
Throwing and catching
Group games
Following rules
Taking turns
Active habits

Source: Delaware Delaware Content 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 without bumping into others. They practice running, skipping, and hopping while following directions and sharing space with classmates.
2
Catching, throwing, and kicking
Students work on the basics of handling a ball. They practice tossing and catching with a partner, kicking toward a target, and bouncing or rolling a ball with more control than last year.
3
Bodies, balance, and fitness
Students explore how their bodies move and what makes them feel strong. They try stretches, balance poses, and short bursts of activity, and start to notice when their heart beats faster.
4
Games and teamwork
Students put their skills into simple games with classmates. They take turns, cheer each other on, and practice winning and losing without making a big deal of it.
5
Active habits for life
Students think about the kinds of movement they enjoy outside of school. They talk about why being active matters and pick activities they might do at home or at the park.

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

DE-PE.1.2

Students practice moving skills like running, jumping, throwing, and catching. Building these basics now helps them stay active and join in games and sports as they grow.
Apply knowledge related to movement, performance

DE-PE.2.2

Students connect what they know about how their body moves and stays healthy to actual gym activities. They use that understanding to practice skills and keep up with games and exercises in class.
Develop social skills through movement, including respect for self and others…

DE-PE.3.2

Students practice getting along while they move: taking turns, listening to teammates, and playing fair. These habits show up in gym class and carry over to the rest of the school day.
Develop personal skills, identify personal benefits of movement

DE-PE.4.2

Students practice basic movement skills, notice how staying active makes them feel better, and start making choices that keep them moving regularly.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving skills like running, jumping, throwing, and catching. Building these basics now helps them stay active and join in games and sports as they grow.	DE-PE.1.2
Apply knowledge related to movement, performance	Students connect what they know about how their body moves and stays healthy to actual gym activities. They use that understanding to practice skills and keep up with games and exercises in class.	DE-PE.2.2
Develop social skills through movement, including respect for self and others…	Students practice getting along while they move: taking turns, listening to teammates, and playing fair. These habits show up in gym class and carry over to the rest of the school day.	DE-PE.3.2
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills, notice how staying active makes them feel better, and start making choices that keep them moving regularly.	DE-PE.4.2

Physical Education

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

DE-PE.1.2

Students practice moving skills like running, jumping, throwing, and catching. Building these basics now helps them stay active and join in games and sports as they grow.
Apply knowledge related to movement, performance

DE-PE.2.2

Students connect what they know about how their body moves and stays healthy to actual gym activities. They use that understanding to practice skills and keep up with games and exercises in class.
Develop social skills through movement, including respect for self and others…

DE-PE.3.2

Students practice getting along while they move: taking turns, listening to teammates, and playing fair. These habits show up in gym class and carry over to the rest of the school day.
Develop personal skills, identify personal benefits of movement

DE-PE.4.2

Students practice basic movement skills, notice how staying active makes them feel better, and start making choices that keep them moving regularly.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving skills like running, jumping, throwing, and catching. Building these basics now helps them stay active and join in games and sports as they grow.	DE-PE.1.2
Apply knowledge related to movement, performance	Students connect what they know about how their body moves and stays healthy to actual gym activities. They use that understanding to practice skills and keep up with games and exercises in class.	DE-PE.2.2
Develop social skills through movement, including respect for self and others…	Students practice getting along while they move: taking turns, listening to teammates, and playing fair. These habits show up in gym class and carry over to the rest of the school day.	DE-PE.3.2
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills, notice how staying active makes them feel better, and start making choices that keep them moving regularly.	DE-PE.4.2

Common Questions

What should students be able to do in PE by the end of the year?
Students should skip, gallop, hop, and jump with control. They should catch a tossed ball with their hands, kick a rolling ball, and dribble a ball a short distance. They should also know simple game rules and take turns without much prompting.
How can families help build these skills at home?
Play catch with a soft ball, kick a ball back and forth in the yard, or set up a hopscotch grid with chalk. Ten minutes of active play most days adds up. Try different objects too, like a beach ball, a tennis ball, and a balloon, so hands and eyes get used to different sizes and speeds.
How should the year be sequenced?
Start with locomotor skills like skipping and galloping in the fall, then move into throwing, catching, and kicking through the winter. Spring is a good time for small-sided games that pull those skills together. Cooperation lessons should run all year, not sit in one unit.
What if a student is clumsy or behind their classmates?
At this age, coordination develops at very different rates and that is normal. Short daily practice with one skill at a time helps more than long sessions. Focus on a single cue, like watching the ball into the hands, before adding speed or competition.
Which skills usually need the most reteaching?
Catching with the hands instead of trapping against the body is the slowest to develop. Overhand throwing form also needs steady practice, especially stepping with the opposite foot. Plan short skill stations across many lessons rather than one big unit.
Why is so much PE time spent on cooperation and taking turns?
Games fall apart when students cannot share equipment, follow rules, or handle losing a turn. Teaching those habits early means the rest of the year runs smoother and students actually get more active minutes. It also carries over into the classroom.
How do I know a student is ready for third grade PE?
They can combine two skills, like running and kicking or dribbling and stopping, without losing control. They can explain why warming up matters and name an activity they enjoy outside of school. They also follow game rules and resolve small disagreements without an adult stepping in every time.