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

Students should be able to skip, gallop, hop, and jump with control, throw and catch a ball with a partner, and kick a ball toward a target. They should also follow directions in group games and take turns without an adult stepping in every time.

How can families help build physical skills at home?

Ten minutes of active play makes a real difference. Toss a ball back and forth, set up a hopscotch grid with chalk, or play tag in the yard. Walks after dinner and dance breaks in the kitchen also count.

How should the year be sequenced across skills?

Start with locomotor skills like skipping and galloping in the fall, move to throwing, catching, and kicking through the winter, and add striking and dribbling in the spring. Cooperative games and fitness concepts can be woven through every unit.

What does my child mean when they say they learned about fitness?

Students learn that the heart beats faster when the body moves, that muscles get stronger with use, and that stretching helps the body bend. Ask them to show a stretch or place a hand on their chest after running to feel their heartbeat.

Which skills usually need the most reteaching?

Catching with hands away from the body, skipping with alternating feet, and overhand throwing with opposition tend to be the trickiest. Plan short skill stations that revisit these throughout the year rather than treating them as one-and-done lessons.

My child says they are bad at sports. How should I respond?

At this age, skills are still developing, and confidence matters more than performance. Praise effort and small improvements, like a better catch or a longer run. Keep play casual at home so practice feels like fun instead of a test.

How can social skills be built into PE without losing activity time?

Use partner and small-group games that require talking, like passing drills with a count or cooperative tag. Set clear expectations for sharing equipment and resolving disagreements, then let students practice those habits during regular play.

How do I know my child is ready for next year in PE?

Students should be able to move safely around other people, follow the rules of a simple game, and try a new skill without giving up after one attempt. They should also be able to name one or two activities they enjoy doing to stay active.

What does a student learn in ?

This is the year movement skills start working together. Students run, skip, jump, and hop with more control, and they begin throwing, catching, and kicking with a steadier aim. Working with classmates becomes part of the lesson, so taking turns and following directions matter as much as the skill itself. By spring, students can play a simple group game, follow the rules, and toss a ball to a partner who can catch it.

Running and jumping
Throwing and catching
Kicking
Taking turns
Following game rules
Active play

Source: Illinois Illinois Learning 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 learn how to share space in the gym without bumping into classmates. They practice listening for signals, starting and stopping quickly, and following the rules of group games.
2
Running, jumping, and balancing
Students build the basic ways the body moves. They run, skip, hop, gallop, and balance on one foot, getting steadier and more coordinated as the weeks go on.
3
Throwing, catching, and kicking
Students work with balls, beanbags, and other small equipment. They practice tossing underhand, catching with two hands, dribbling with a foot, and aiming at a target.
4
Playing fair with classmates
Students take turns, encourage teammates, and handle winning and losing without melting down. Partner games and small group activities give them practice working things out.
5
Building healthy habits
Students notice what a fast heartbeat and warm muscles feel like after activity. They start to connect daily movement with feeling good and choose games they enjoy outside of school.

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

IL-PE.1.2

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills early makes it easier to stay active and join in games and sports as they grow.
Apply knowledge related to movement, performance

IL-PE.2.2

Students use what they know about how their bodies move to make better choices during exercise and play. That includes knowing when to push harder, how to move safely, and why staying active keeps them healthy.
Develop social skills through movement, including respect for self and others…

IL-PE.3.2

Students practice getting along while they move. That means taking turns, listening to teammates, and making choices that keep the game fair for everyone.
Develop personal skills, identify personal benefits of movement

IL-PE.4.2

Students practice basic movement skills like jumping, balancing, and throwing, then talk about why staying active feels good. The goal is building habits that make physical activity a normal part of everyday life.

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 early makes it easier to stay active and join in games and sports as they grow.	IL-PE.1.2
Apply knowledge related to movement, performance	Students use what they know about how their bodies move to make better choices during exercise and play. That includes knowing when to push harder, how to move safely, and why staying active keeps them healthy.	IL-PE.2.2
Develop social skills through movement, including respect for self and others…	Students practice getting along while they move. That means taking turns, listening to teammates, and making choices that keep the game fair for everyone.	IL-PE.3.2
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills like jumping, balancing, and throwing, then talk about why staying active feels good. The goal is building habits that make physical activity a normal part of everyday life.	IL-PE.4.2

Physical Education

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

IL-PE.1.2

Students practice moving their bodies in different ways: running, jumping, balancing, throwing, and catching. Building these skills early makes it easier to stay active and join in games and sports as they grow.
Apply knowledge related to movement, performance

IL-PE.2.2

Students use what they know about how their bodies move to make better choices during exercise and play. That includes knowing when to push harder, how to move safely, and why staying active keeps them healthy.
Develop social skills through movement, including respect for self and others…

IL-PE.3.2

Students practice getting along while they move. That means taking turns, listening to teammates, and making choices that keep the game fair for everyone.
Develop personal skills, identify personal benefits of movement

IL-PE.4.2

Students practice basic movement skills like jumping, balancing, and throwing, then talk about why staying active feels good. The goal is building habits that make physical activity a normal part of everyday life.

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 early makes it easier to stay active and join in games and sports as they grow.	IL-PE.1.2
Apply knowledge related to movement, performance	Students use what they know about how their bodies move to make better choices during exercise and play. That includes knowing when to push harder, how to move safely, and why staying active keeps them healthy.	IL-PE.2.2
Develop social skills through movement, including respect for self and others…	Students practice getting along while they move. That means taking turns, listening to teammates, and making choices that keep the game fair for everyone.	IL-PE.3.2
Develop personal skills, identify personal benefits of movement	Students practice basic movement skills like jumping, balancing, and throwing, then talk about why staying active feels good. The goal is building habits that make physical activity a normal part of everyday life.	IL-PE.4.2

Common Questions

What should students be able to do in PE by the end of the year?
Students should be able to skip, gallop, hop, and jump with control, throw and catch a ball with a partner, and kick a ball toward a target. They should also follow directions in group games and take turns without an adult stepping in every time.
How can families help build physical skills at home?
Ten minutes of active play makes a real difference. Toss a ball back and forth, set up a hopscotch grid with chalk, or play tag in the yard. Walks after dinner and dance breaks in the kitchen also count.
How should the year be sequenced across skills?
Start with locomotor skills like skipping and galloping in the fall, move to throwing, catching, and kicking through the winter, and add striking and dribbling in the spring. Cooperative games and fitness concepts can be woven through every unit.
What does my child mean when they say they learned about fitness?
Students learn that the heart beats faster when the body moves, that muscles get stronger with use, and that stretching helps the body bend. Ask them to show a stretch or place a hand on their chest after running to feel their heartbeat.
Which skills usually need the most reteaching?
Catching with hands away from the body, skipping with alternating feet, and overhand throwing with opposition tend to be the trickiest. Plan short skill stations that revisit these throughout the year rather than treating them as one-and-done lessons.
My child says they are bad at sports. How should I respond?
At this age, skills are still developing, and confidence matters more than performance. Praise effort and small improvements, like a better catch or a longer run. Keep play casual at home so practice feels like fun instead of a test.
How can social skills be built into PE without losing activity time?
Use partner and small-group games that require talking, like passing drills with a count or cooperative tag. Set clear expectations for sharing equipment and resolving disagreements, then let students practice those habits during regular play.
How do I know my child is ready for next year in PE?
Students should be able to move safely around other people, follow the rules of a simple game, and try a new skill without giving up after one attempt. They should also be able to name one or two activities they enjoy doing to stay active.