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

Students should move with control in a range of activities, from team games to fitness work to dance. They should also explain why they are doing each activity, set basic fitness goals, and work well with classmates they did not choose.

How can families support physical activity at home?

Aim for an hour of movement most days. Walks after dinner, bike rides, pickup basketball, or helping with yard work all count. The point is to make moving a normal part of the day, not a chore tied to a screen or a sport season.

How should the year be sequenced across units?

A common pattern is fitness concepts early, then team sports, then individual and lifetime activities like yoga, hiking, or strength work. Revisit cooperation and communication in every unit, since social skills are easier to coach inside a real game than as a standalone lesson.

My child says they are bad at sports. Does this year make that worse?

It does not have to. Eighth grade PE covers more than competitive sports, including fitness, dance, and outdoor activities where effort matters more than talent. Ask which units felt better and lean into those at home so confidence builds before the next team unit.

Which skills usually need the most reteaching?

Pacing during sustained activity, basic strength technique, and respectful communication during competitive play are the common gaps. Many students can perform a skill in a drill but lose it under game pressure, so build in short scrimmages early instead of saving them for the end of a unit.

Does my child need to be good at a sport to do well in PE?

No. Grades reflect effort, skill growth, fitness habits, and how students treat classmates. A student who shows up, tries new activities, and cooperates in group work can do very well without being on a travel team.

How can students keep active over the weekend and on breaks?

Pick two or three activities the family will actually do, such as hiking, skating, swimming, or shooting hoops at the park. Twenty to thirty minutes is plenty. Consistency matters more than intensity at this age.

What does mastery look like heading into high school PE?

Students should be able to design a simple workout, explain how it supports their health, and stick with it for a few weeks. They should also play in a team setting without needing constant reminders about fair play or effort.

How should fitness testing be handled this year?

Use fitness data as a personal baseline, not a public ranking. Have students record their own results, set one or two goals, and retest later in the year. This shifts the focus from comparison to growth and matches the lifelong wellness goal.

What does a student learn in ?

This is the year movement turns into a personal plan. Students sharpen the running, jumping, throwing, and striking skills they have built since kindergarten, and start applying fitness ideas like pacing, heart rate, and warm-ups to their own workouts. They also learn to lead and cooperate in a group, handling disagreements without quitting the game. By spring, students can describe an activity they enjoy and explain how it keeps them healthy.

Movement skills
Fitness planning
Teamwork
Healthy habits
Sportsmanship

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 well in new activities
Students start the year sharpening how they run, jump, throw, catch, and dodge across different games and sports. They try a wider range of activities so movement stays interesting as their bodies change.
2
Playing with strategy
Students learn the thinking behind the game, not just the rules. They read what teammates and opponents are doing, pick smarter positions on the field or court, and adjust their plan as the game shifts.
3
Teamwork and fair play
Students practice working with classmates they did not choose. They learn to communicate during fast moments, handle wins and losses without drama, and take responsibility when a group needs to reset.
4
Fitness students can keep using
Students look at their own fitness habits and try activities they could keep doing outside of class. They learn how exercise affects energy, sleep, and mood, and set simple goals for staying active on their own.

Mastery Learning Standards

The required skills a student should display by the end of Grade 8.

Physical Education

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

VT-PE.1.8

Students practice moving their bodies in different ways, from running and jumping to throwing and catching. These skills build the physical foundation students need to stay active in sports, games, and everyday life.
Apply knowledge related to movement, performance

VT-PE.2.8

Students connect what they know about how the body moves and stays fit to make smarter choices during exercise and physical activity. This is the year those concepts stop being classroom notes and start showing up in how students actually train and play.
Develop social skills through movement, including respect for self and others…

VT-PE.3.8

Students practice working with others during physical activity, taking turns, listening, and handling wins and losses with respect. The focus is on how students treat teammates and opponents, not just how well they move.
Develop personal skills, identify personal benefits of movement

VT-PE.4.8

Students reflect on why staying active matters to them personally and start building habits around movement they can keep up long after school.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways, from running and jumping to throwing and catching. These skills build the physical foundation students need to stay active in sports, games, and everyday life.	VT-PE.1.8
Apply knowledge related to movement, performance	Students connect what they know about how the body moves and stays fit to make smarter choices during exercise and physical activity. This is the year those concepts stop being classroom notes and start showing up in how students actually train and play.	VT-PE.2.8
Develop social skills through movement, including respect for self and others…	Students practice working with others during physical activity, taking turns, listening, and handling wins and losses with respect. The focus is on how students treat teammates and opponents, not just how well they move.	VT-PE.3.8
Develop personal skills, identify personal benefits of movement	Students reflect on why staying active matters to them personally and start building habits around movement they can keep up long after school.	VT-PE.4.8

Physical Education

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

VT-PE.1.8

Students practice moving their bodies in different ways, from running and jumping to throwing and catching. These skills build the physical foundation students need to stay active in sports, games, and everyday life.
Apply knowledge related to movement, performance

VT-PE.2.8

Students connect what they know about how the body moves and stays fit to make smarter choices during exercise and physical activity. This is the year those concepts stop being classroom notes and start showing up in how students actually train and play.
Develop social skills through movement, including respect for self and others…

VT-PE.3.8

Students practice working with others during physical activity, taking turns, listening, and handling wins and losses with respect. The focus is on how students treat teammates and opponents, not just how well they move.
Develop personal skills, identify personal benefits of movement

VT-PE.4.8

Students reflect on why staying active matters to them personally and start building habits around movement they can keep up long after school.

Standard	Definition	Code
Develop a variety of motor skills, including locomotor, non-locomotor	Students practice moving their bodies in different ways, from running and jumping to throwing and catching. These skills build the physical foundation students need to stay active in sports, games, and everyday life.	VT-PE.1.8
Apply knowledge related to movement, performance	Students connect what they know about how the body moves and stays fit to make smarter choices during exercise and physical activity. This is the year those concepts stop being classroom notes and start showing up in how students actually train and play.	VT-PE.2.8
Develop social skills through movement, including respect for self and others…	Students practice working with others during physical activity, taking turns, listening, and handling wins and losses with respect. The focus is on how students treat teammates and opponents, not just how well they move.	VT-PE.3.8
Develop personal skills, identify personal benefits of movement	Students reflect on why staying active matters to them personally and start building habits around movement they can keep up long after school.	VT-PE.4.8

Common Questions

What should students be able to do in PE by the end of this year?
Students should move with control in a range of activities, from team games to fitness work to dance. They should also explain why they are doing each activity, set basic fitness goals, and work well with classmates they did not choose.
How can families support physical activity at home?
Aim for an hour of movement most days. Walks after dinner, bike rides, pickup basketball, or helping with yard work all count. The point is to make moving a normal part of the day, not a chore tied to a screen or a sport season.
How should the year be sequenced across units?
A common pattern is fitness concepts early, then team sports, then individual and lifetime activities like yoga, hiking, or strength work. Revisit cooperation and communication in every unit, since social skills are easier to coach inside a real game than as a standalone lesson.
My child says they are bad at sports. Does this year make that worse?
It does not have to. Eighth grade PE covers more than competitive sports, including fitness, dance, and outdoor activities where effort matters more than talent. Ask which units felt better and lean into those at home so confidence builds before the next team unit.
Which skills usually need the most reteaching?
Pacing during sustained activity, basic strength technique, and respectful communication during competitive play are the common gaps. Many students can perform a skill in a drill but lose it under game pressure, so build in short scrimmages early instead of saving them for the end of a unit.
Does my child need to be good at a sport to do well in PE?
No. Grades reflect effort, skill growth, fitness habits, and how students treat classmates. A student who shows up, tries new activities, and cooperates in group work can do very well without being on a travel team.
How can students keep active over the weekend and on breaks?
Pick two or three activities the family will actually do, such as hiking, skating, swimming, or shooting hoops at the park. Twenty to thirty minutes is plenty. Consistency matters more than intensity at this age.
What does mastery look like heading into high school PE?
Students should be able to design a simple workout, explain how it supports their health, and stick with it for a few weeks. They should also play in a team setting without needing constant reminders about fair play or effort.
How should fitness testing be handled this year?
Use fitness data as a personal baseline, not a public ranking. Have students record their own results, set one or two goals, and retest later in the year. This shifts the focus from comparison to growth and matches the lifelong wellness goal.