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Physical Education is an important and unique part of the daily instructional program. It teaches students how their bodies move and how to perform a variety of physical activities. Students learn the health-related benefits of regular physical activity and the skills to adopt a physically active, healthy lifestyle. The purpose of the physical education program is to contribute to each student’s growth and development in the physical, intellectual, and social-emotional domains through a movement-based curriculum. This involves a delivery of a planned, sequential pre-K through 6th instructional program that teaches skills, knowledge, and behaviors to promote lifelong fitness.   Every child that enters the physical education setting is a gift deserving of a safe and nurturing environment with opportunities to develop to their fullest potential at their own developmental rate. Quality instruction in physical education involves the “whole child” by providing psychomotor, cognitive, and affective benefits. Students become confident, independent, self-controlled, and resilient; develop positive social skills; learn to assume leadership; cooperate with others, and accept responsibility for their own behavior.

PEQUENOS, GRANDES & KINDERGARTEN: Physical education focuses on skill development in bodily and spatial awareness; fundamental and creative movement; basic skills; low-organized games, rhythms, tumbling, and wellness. By the end of kindergarten, students will:

  • Move creatively using a variety of levels, pathways, and speeds.
  • Cooperate with others by taking turns and sharing equipment.
  • Participate willingly in all activities.
  • Identify basic safety rules.


FIRST THROUGH FOURTH GRADES: Physical education focuses on skill development in individual, partner, and group activities; basic skills and games fundamental and creative movement; tumbling; rhythms; physical fitness, and wellness.

By the end of grade one, students will:

  • Practice a variety of ways to move using different pathways, levels, speeds, and directions.
  • Create locomotor and non-locomotor patterns.
  • Apply basic safety rules when performing in personal space, general space and on equipment.
  • Show respect for different abilities when observing classmates’ performances.
  • Cooperate with others and accept each classmate as a contributing member of the group.

By the end of grade two, students will:

  • Perform and explain movement skills.
  • Practice and improve basic skills, such as: throwing and catching with self, a partner, and in small groups.
  • Explain the value of exercise as it relates to an active, health lifestyle.
  • Cooperate with others when solving movement tasks.

By the end of grade three, students will:

  • Refine motor skills for participation in a variety of physical activities.
  • Apply knowledge of movement patterns to create movement routines.
  • Identify the behaviors, attitudes, and basic fitness activities that contribute to a healthy lifestyle.
  • Use knowledge of movement, dance, and sports to share information about people, places, and things
  • Interact cooperatively with students of varying abilities in solving partner and group movement tasks.

By the end of grade four, students will:

  • Participate successfully in a variety of physical activities.
  • Apply common movement patterns to specific activities.
  • Demonstrate knowledge of fitness concepts and their contribution to selecting personal fitness activities.
  • Participate in a variety of ethnic dances and games to develop an appreciation for people and their customs.
  • Evaluate personal achievements and physical improvements.
  • Develop personal skills that foster cooperation and sportsmanship in game play.

FIFTH & SIXTH GRADES: Physical education provides students with a program that emphasizes skill development in a non-competitive environment. A variety of games and experiences are sequentially planned for students of all ability levels.

By the end of grade five, students will:

  • Refine basic skills to successfully participate in a variety of physical activities.
  • Create and perform a routine, dance sequence, and/or original game.
  • Identify health-related and skill-related components of fitness.
  • Develop positive attitudes about physical activity and fitness.
  • Evaluate performances, routines, and game rules.


By the end of grade six, students will:

  • Show improvement in a variety of skills as they are applied to games and sports.
  • Analyze and critique individual, partner, and group skills during the performance of selected activities.
  • Identify, select, and participate in activities that are appropriate for maintaining fitness and wellness.
  • Develop, display, and encourage good sportsmanship and other positive behaviors, both as a spectator and participant.