Curriculum is what a child is taught in school—what they learn, how they learn it, and the materials teachers use to help them succeed.
In grades K-5, students build knowledge and foundational skills in movement; space awareness; fitness planning; individual, team, and lifetime sports; dance, rhythm, educational gymnastics; and the benefits of balancing physical activity and nutritional decisions (energy balance).
Participating in a variety of movement experiences to develop fundamental movement patterns is the primary focus of the kindergarten physical education curriculum. While children at this level vary in development across all movement skills, they should demonstrate continuous improvement in movement under very simple conditions. While developing fundamental skill patterns, students begin to learn key movement concepts that help them perform in a variety of educational games, dances, and gymnastics. Students are introduced to a few critical elements (i.e., small, isolated parts of the whole skill or movement). They learn how their bodies react to vigorous physical activity. Students learn to use safe practices, cooperate with and respect others, and follow classroom rules. Experiences in physical education help them develop a positive attitude for leading a healthy, active lifestyle.
Kindergarten students in Prince William County Public Schools will learn the Physical Education Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
In this unit, the students will apply safety rules and routines in the physical education setting that will be used throughout the year. The students will use cooperative skills during activities to build relationships with their peers.
Standards Covered: K.4.a, K.4.b
In this unit, students will demonstrate a variety of movement concepts and spatial awareness that will be used within and outside of the physical education setting. Students will learn the difference between locomotor skills (walking, jogging, running, hopping, galloping, and jumping); movement patterns (forwards, sideways, side-to-side); pathways (straight, curve, zig zag); and speed (fast, slow, and moderate).
Standards Covered: K.1.a, K.1.c, K.1.e, K.1.f, K.2.c
In this unit, the students will learn how to underhand toss, catch, and roll a ball towards a target. Students will also explain that fruits and vegetables are needed to keep the body moving.
Standards Covered: K.1.h, K.5.b
In this unit, students will demonstrate a variety of movement concepts needed within and outside of the physical education setting, requiring balancing, moving at different levels, and rolling.
Standards Covered: K.1.b, K.1.d, K.1.g, K.2.a
In this unit, students will learn basic elements for dribbling a basketball beginning with bouncing and catching a basketball.
Standards Covered: K.1h
In this unit, students will explain the connection between movement and heartbeat.
Standards Covered: K.2b, K.3.a, K.3.c
In this unit, students will demonstrate how to match movement to music and sounds. Students will also use rhythm to successfully turn and jump over a rope.
Standards Covered: K.1.j, K.1.k
In this unit, students will learn hand-eye coordination and dexterity by learning how to strike a ball/balloon with their hands. Students' basic volleying techniques.
Standards Covered: K1.h
In this unit, students will progress from using their hands to strike a balloon/ball to striking a balloon/ball with short-handled and long-handled implements.
Standards Covered: K.1.h
In this unit, students will explain that fruits and vegetables are needed to keep the body moving.
Standards Covered: K.5.a, K.5.c
In this unit, students will demonstrate a variety of movement skills using their feet that can be used within and outside of the physical education setting.
Standards Covered: K.1.i
In this unit, students will learn the importance of being physically active outside of school. Students will participate in a variety of outdoor recreational activities.
Standards Covered: K.3.b, K.3.d
Students in grade one refine locomotor skills and further develop fundamental non-locomotor and manipulative skills in educational games, dance, and gymnastics. They identify some critical elements (i.e., small, isolated parts of the whole skill) and start to practice applying them to improve movement skills. They continue to develop an understanding of key concepts and the anatomical basis of movement principles and link these concepts and principles to their movement. Students explore and experiment with a range of movement experiences in a variety of environmental contexts, with the goal of becoming confident and competent movers. Students relate participation in vigorous physical activity to changes in the body, to enjoyment, and to improving their health and wellness. They further their understanding of the importance of physical activity and energy balance (nutrition) in their lives. As students increase their understanding of movement, they gain a deeper understanding of how the body moves. Students continue to develop socially as they work safely alone and in groups. The natural enjoyment of physical activity should be reinforced and complemented by educational games, dance, and gymnastic activities in which students learn and are successful.
First grade students in Prince William County Public Schools will learn the Physical Education Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
In this unit, the students will apply safety rules and routines in cooperative activities. Students will learn boundaries, expectations for equipment, and safe play.
Standards Covered: 1.4.b, 1.4.d, 1.4.g
In this unit, students will demonstrate locomotor skills (walking, running, galloping, leaping, skipping, sliding); movement concepts (directions, pathways, speed); and spatial awareness.
Standards Covered: 1.1.a, 1.1.c,1.1.d,1. 2.e
In this unit, students will demonstrate the elements for underhand tossing, throwing, catching, and rolling towards a target or partner. Students will identify healthy foods from each food group.
Standards Covered: 1.1.f, 1.5.a, 1.5.b
In this unit, students will demonstrate a variety of movement concepts needed within and outside of the physical education setting, requiring balancing, transferring of weight, and rolling.
Standards Covered: 1.1.e, 1.1.b, 1. 2.b
In this unit, students practice using the critical elements of dribbling a ball with their hand while walking, focusing on using their finger pads to push the ball. Students will also be able to identify the location of their brain.
Standards Covered: 1.1.f, 1.2.a
In this unit, students will identify the heart as a muscle, describe how the heart and lungs work together, and identify fun activities and healthy foods that strengthen their cardiorespiratory system.
Standards Covered: 1.2.c, 1. 2.d, 1.3.b
In this unit, students will demonstrate how to match movement to music and sounds. Students will also use rhythm to successfully turn and jump over a rope.
Standards Covered: 1.1.h, 1.1.i
In this unit, students will demonstrate critical elements used to volley, demonstrate personal space, work cooperatively with their peers, and demonstrate sharing equipment.
Standards Covered: 1.1.f, 1.4.a
In this unit, students will progress from striking a balloon/ball with a paddle while stationary, to striking a balloon/ball while moving. Students will learn self-management skills and practice controlling emotions while engaging in physical activities.
Standards Covered: 1.1.f, 1.4.e
In this unit, students will learn that food provides energy for the body to move; to maintain a healthy body, it must perform physical activities at different intensity levels; and when the body is physically active it helps improve how you feel and helps a person be ready to learn.
Standards Covered: 1.3.c, 1.5.d, 1.4.f
In this unit, students will demonstrate a variety of movement skills including dribbling and kicking a stationary and moving ball with their feet, which can be used within and outside of the physical education setting.
Standards Covered: 1.1.g, 1.4.c
In this unit, students will understand the impact daily physical movement has on their body, identify physical activities they can do individually and with others, and explore why the body needs water.
Standards Covered: 1.3.a, 1.5.c
Students in grade two focus on correct movement patterns, not on traditional games, while participating in a variety of movement experiences to develop fundamental motor skills and patterns. Students identify some critical elements (i.e., small, isolated parts of the whole skill or movement) and apply them in their movement. They vary movement patterns and begin to combine skills in educational game, dance, and gymnastic activities. Students progress in skill development and in understanding key elements of fundamental movement skills, including movement concepts, major muscles and bones, health-related fitness concepts, energy balance concepts, and the benefits of physical activity. Students work cooperatively and responsibly in groups and begin to build skills to meet movement challenges. They participate in physical activities at school and identify opportunities to participate in regular physical activity outside school.
Second grade students in Prince William County Public Schools will learn the Physical Education Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
In this unit, students will apply safety rules and routines in cooperative activities. Students will learn boundaries, expectations for equipment, and safe play.
Standards Covered: 2.4.c, 2.4.e, 2.4.g
In this unit, students will continue to develop appropriate forms of locomotor skills (jogging, running, skipping, galloping, sliding, hopping, jumping, and leaping). Students will explain concepts of relationships (over, under, around, etc.) and spatial awareness during activities.
Standards Covered: 2.1.a, 2.2.a, 2. 2.b
In this unit, the students will demonstrate the elements for catching, rolling, underhand, and overhand throwing. Students will also identify a variety of healthy snacks and explain how food provides the body with energy to move and grow.
Standards Covered: 2.1.c, 2.5.b, 2.5.d, 2.5.e
In this unit, students will demonstrate a variety of movement concepts needed within and outside of the physical education setting requiring balancing, transferring of weight, rolling, and flight.
Standards Covered: 2.1.b, 2.2.d, 2.2.e, 2.2.f
In this unit, students will demonstrate dribbling with control using their dominant hand. Students will also explain the role the brain plays in sending messages to the body to allow muscles to move.
Standards Covered: 2.1.c, 2.2.c
In this unit, students will identify the major structures of the cardiorespiratory system, explain the difference between muscular strength and endurance, describe flexibility, and identify what makes up a person’s body composition.
Standards Covered: 2.3.a, 2.3.b, 2.3.c, 2.3.e
In this unit, students will demonstrate how to match movement to music and sounds. Students will also use rhythm to successfully turn and jump over a short and long rope. Students will make connections between the importance of cardiorespiratory endurance and dance and rhythmic activities.
Standards Covered: 2.1.e, 2.1.f
In this unit, students will keep a ball in the air with their hands using mature form. Students will learn boundaries, expectations for equipment, and safe play.
Standards Covered: 2.1.c, 2.4.b, 2.4.d
In this unit, students will progress by demonstrating striking skills with a variety of short- and long-handled implements.
Standards Covered: 2.1.c, 2.4.f
In this unit, students will identify the heart and lungs as parts of the cardiorespiratory system, explain that cardiorespiratory endurance activities keep them healthy, and identify physical activities that promote each component of fitness.
Standards Covered: 2.2.g, 2.3.d, 2.3.f, 2.3.h
In this unit, students will demonstrate dribbling while walking to open spaces, as well as a variety of movement skills including dribbling and kicking a stationary and moving ball with their feet.
Standards Covered: 2.1.d
In this unit, students will understand the impact daily physical movement has on their body and identify physical activities they can do individually and with others, at home and at school. Calcium is also highlighted to learn the importance of bone growth.
Standards Covered: 2.3.g, 2.4.a, 2.5.a, 2.5.c
Skill development remains a central focus for students in grade three as they begin to accept feedback from and provide appropriate feedback to others. Students refine, vary, and combine skills in complex situations and demonstrate more proficient movement patterns in educational games, dance, and gymnastic activities to become confident and competent movers. Students identify critical elements (small, isolated parts of the whole skill or movement) and apply them in their movement. They develop fitness knowledge and can relate regular physical activity to energy balance and health benefits. Students continue to build knowledge of body structures and systems. They know safe practices, rules, and procedures and apply them with little or no reinforcement. Students work cooperatively with peers and understand that there are many differences in movement skill and ability levels among their classmates.
Third grade students in Prince William County Public Schools will learn the Physical Education Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
In this unit, students will apply safety rules and routines in cooperative activities. Students will explain why cooperation and working with others is important and explain the difference between being inclusive and non-inclusive.
Standards Covered: 3.4.a, 3.4.b, 3.4.c, 3.4.g
In this unit, students will explain the five components of fitness (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition) and identify one activity to improve each component.
Standards Covered: 3.a, 3.b, 3.c
In this unit, students will demonstrate the critical elements for underhand and overhand throwing, rolling, and catching. Students will also identify the macronutrients (carbohydrates, protein, and fats) and learn how choosing a variety of macronutrients helps keep the body healthy.
Standards Covered: 3.1.a, 3.5.d
In this unit, students will demonstrate a variety of movement concepts requiring balancing, transferring of weight, rolling, and flight. Students will also identify major bones and muscles needed to help the body perform gymnastics skills.
Standards Covered: 3.1.c, 3.1.e, 3.2.b, 3.2.d, 3.2.e
In this unit, students will demonstrate dribbling with their dominant while moving to open spaces used to measure heart rate.
Standards Covered: 3.1.a, 3.2.a
In this unit, students will identify the concept of energy balance and explain how it relates to being physically active and choosing good nutrition.
Standards Covered: 3.5.a, 3.5.b, 3.5.e
In this unit, students will demonstrate how to match movement to music and sounds. Students will also use creativity and rhythm to perform a jump rope sequence and a dance.
Standards Covered: 3.1.d, 3.1.e, 3.4.f
In this unit, students will demonstrate overhand and underhand volley passes with a partner or small group and use feedback to improve skill performance.
Standards Covered: 3.1.a, 3.4.d
In this unit, students will strike a ball with their hands and progress to striking a ball with short-handled and long-handled implements under control with proper form and force. Students will practice striking while moving safely in lead-up games and activities. Students will explore intensity levels and how it relates to physical activity.
Standards Covered: 3.1.a, 3.3.d
In this unit, students will describe the structure and function of the cardiorespiratory system and identify major arteries.
Standards Covered: 3.2.c, 3.3.e
In this unit, students will demonstrate a variety of movement skills including dribbling, trapping, and kicking a ball with their feet that can be used within and outside of the physical education setting.
Standards Covered: 3.1.b, 3.4.e
In this unit, students will identify healthy hydration choices and the importance of the body having enough water. Activities may include frisbee, biking, golf, yoga, water safety, and rock climbing.
Standards Covered: 3.5.c
In grade four, students make continuous progress across all fundamental motor patterns. Proficient movement patterns are possible as students combine locomotor and manipulative skills in increasingly complex situations. Students create sequences in educational dances and gymnastics. They apply movement concepts and principles and knowledge of anatomical structures in individual movement performances, and tactical strategies in modified activities. Fitness assessment is appropriate at this grade level, and students interpret the results of their assessments and set personal goals based on the results. Students exhibit appropriate etiquette, integrity, and conflict-resolution skills, and they apply proper rules and procedures.
Fourth grade students in Prince William County Public Schools will learn the Physical Education Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
In this unit, students will apply rules and strategies in cooperative activities. Students will explain the meaning of etiquette and identify activities that help others feel included.
Standards Covered: 4.4.a, 4.4.c, 4.4.f
In this unit, students will describe the components of fitness, identify ways to measure each component, and use their baseline data to create a goal for one area of fitness (cardiorespiratory endurance, muscular strength, muscular endurance, or flexibility).
Standards Covered: 4.3.a, 4.3.b, 4.3.c, 4.3.f
In this unit, students will demonstrate the critical elements of overhand throw and catch with partners and teams. Students will demonstrate the concepts of moving to an open space to catch a throw and using the appropriate amount of force to complete a pass. Students will learn nutrition concepts including what calories are and how many calories are in a macronutrient (carbohydrates, protein, fat).
Standards Covered: 4.1.a, 4.5.a, 4. 5.c
In this unit, students will demonstrate a variety of movement concepts requiring balancing, transferring of weight, rolling, and flight. Students will also identify major bones and muscles needed to help the body perform gymnastics skills.
Standards Covered: 4.1.b, 4.2.b, 4.2.c, 4.2.e
In this unit, students will demonstrate dribbling with their dominant while moving to open spaces.
Standards Covered: 4.1.a, 4.2.f
Overview: In this unit, students will describe the structure and function of the cardiorespiratory system and identify major arteries used to measure heart rate.
Standards Covered: 4.3.d, 4.5.d, 4.5.g
In this unit, students will demonstrate how to match movement to music and sounds. Students will also use creativity and rhythm to perform a jump rope sequence and a dance.
Standards Covered: 4.1.c, 4.1.d, 4.4.e
In this unit, students will demonstrate overhand and underhand volley passes with a partner or small group and use feedback to improve skill performance.
Standards Covered: 4.1.a, 4.4.d
In this unit, students will strike a ball with their hands and progress to striking a ball with short-handled and long-handled implements under control with proper form and force.
Standards Covered: 4.1.a, 4.4.b
In this unit, students will identify the concept of energy balance and explain how it relates to being physically active and choosing good nutrition.
Standards Covered: 4.2.a, 4.2.d, 4.3.g, 4.3.e
In this unit, students will demonstrate a variety of movement skills including dribbling, trapping, and kicking a ball with their feet that can be used within and outside of the physical education setting. Students will also provide feedback to help classmates improve skill performance.
Standards Covered: 4.1.a, 4.1.e
In this unit, students will learn about the uses of salt and sugar and the importance of hydration. Activities in this unit may include frisbee, biking, golf, yoga, water safety, and rock climbing.
Standards Covered: 4.5.b, 4.5.e, 4.5.f
Students in grade five apply movement principles and concepts and knowledge of anatomical structures and functions to enhance their movement performance, personal fitness, and game strategy and tactics. They develop proficiency in physical activities, dances, and educational gymnastics. Students demonstrate specialized skills alone, with a partner, or in a small group. They access and use resources to plan and improve personal fitness as they exhibit a physically active lifestyle. Students continue to develop responsible personal and social behaviors as they work with others in safe and respectful ways.
Fifth grade students in Prince William County Public Schools will learn the Physical Education Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
In this unit, students will create safety rules and responsibilities for an activity. Students will describe the importance of being respectful and inclusive in physical activity settings.
Standards Covered: 5.4.a, 5.4.b, 5.4.e, 5.4.f
In this unit, students will use their fitness data to develop personal fitness goals and activity plans.
Standards Covered: 5.3.a, 5.3.b, 5.3.c, 5.3.d
In this unit, students will demonstrate the critical elements of overhand and underhand throwing and catching in small-sided games and sports activities. Students will demonstrate accuracy of throwing to a target. Students will explain how the body uses each macronutrient (carbohydrates, protein, and fat).
Standards Covered: 5.1.a, 5.5.d
In this unit, students will create an educational gymnastics sequence that includes four or more movements
Standards Covered: 5.1.b, 5.2.c
In this unit, students will participate in modified sports games in which they will continue to build their own skill level while demonstrating good sportsmanship by using polite behaviors during activities.
Standards Covered: 1.a, 4.c
In this unit, students will learn about recommended daily allowances and how they differ for people of different ages.
Standards Covered: 5.5.a, 5.5.b, 5.5.e, 5.5.f
In this unit, students will create and perform dance and jump rope routines. Students will also discuss how physical activity can improve mental health and reduce stress.
Standards Covered: 5.1.c, 5.1.d, 5.1.e, 5.4.d
In this unit, students will volley a ball with a partner over a net using appropriate force and directions and demonstrate good sportsmanship by using polite behaviors during activities.
Standards Covered: 5.1.a, 5.4.c
In this unit, students will progress from striking a ball while stationary to moving.
Standards Covered: 5.1.a, 5.2.b
In this unit, students will collect fitness data to compare against their baseline data and reflect on their progress/attainment of their fitness goal.
Standards Covered: 5.2.a, 5.3.d, 5.3.e
In this unit, students will apply kicking and dribbling skills to modified games and activities.
Standards Covered: 5.1.a
In this unit, students will learn the purpose of vitamins and minerals. Students will also explain the importance of getting enough physical activity each day. Activities in this unit can include frisbee, biking, golf, yoga, water safety, and rock climbing.
Standards Covered: 5.5.c, 5.5.f
In grades 6-8, students continue to build physical education knowledge and skills in fitness planning; individual, team, and lifetime sports; dance, rhythm, educational gymnastics; and the benefits of balancing physical activity and nutritional decisions (energy balance). Students in grades 6-8 discuss health education topics including physical health, wellness, and disease prevention; nutrition and physical activity; safety and injury prevention; social, emotional and mental wellness; violence prevention and healthy relationships; substance abuse prevention and opioids; community and environmental health; and family life education. For more information on the courses and descriptions available in Prince William County Public Schools, visit the Secondary Course Catalog.
Virginia Department of Education 2022 Physical Education Standards of Learning (SOLs)
Virginia Department of Education 2020 Health Standards of Learning (SOLs)
Students in grade six health develop more sophistication in understanding health issues and practicing health skills. They apply physical, emotional, social, and environmental health skills and strategies to improve or maintain personal and family health (self-awareness, social awareness, self-management, responsible decision making, and relationship skills). Students begin to understand adolescent health issues and concerns and the relationship between choices and consequences (responsible decision making). They understand how to be a positive role model (social awareness and relationship skills) and the impact of positive and negative peer pressure (social awareness and relationship skills). Students demonstrate injury-prevention behaviors at school and elsewhere (self-management).
Students in grade six physical education apply fundamental skills and knowledge of anatomical structures and movement principles to build movement competence and confidence through acquisition, performance, and refinement of skills. Cooperative and competitive small-group games are appropriate as well as outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, individual performance activities, and sports (net/wall, striking/fielding, and goal/target), with an emphasis on developing skills and tactical understanding. Students use feedback to initiate and maintain practice to improve skill performance. Students assess their health-related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. Students in grade six will explain the connection between energy balance and nutrition guidelines, meal planning, and heart rate. Social interaction becomes more complex as peer pressure becomes increasingly pronounced, affecting individual performance. Students solve problems and make responsible decisions as they work together. They identify and seek opportunities to participate in regular physical activity at school and outside the school environment.
Students in Prince William County Public Schools will learn the 2022 Physical Education and the 2020 Health Standards of Learning (SOLs) set by the Virginia Department of Education.
Students will experience the following units in this course:In this unit, students will demonstrate communication, creative thinking, problem solving, decision-making, conflict resolution, integrity, inclusion, and etiquette skills in cooperative activities. Students will identify types, purpose, and appropriate behaviors for school safety drills.
Standards Covered:
PE: 6.4.a, 6. 4.e, 6.4.f HE: 6.1.o, 6.2.o, 6.3.oIn this unit, students will identify causes and prevention strategies for noncommunicable diseases; identify immunizations and vaccines that prevent communicable diseases; identify influences that
impact a person’s health choices; and identify the structures and functions of the renal and urinary system (kidneys, ureters, urethra, and bladder).Standards Covered:
HE: 6.1.d, 6.2.d, 6.3.d, 6.1.e, 6.2.e, 6.3.e, 6.1.f, 6.2.f, 6.1.g, 6.2.g, 6.3.g, 6.1.a, 6.2.a, 6.3.aIn this unit, students will analyze their personal fitness data and create a fitness plan for one component of fitness (cardiorespiratory endurance, muscular strength, muscular endurance, or fitness). Students will identify resources they can use to evaluate and monitor activities
Standards Covered:
PE: 6.3.a, 6.3.b, 6.3c., 6.3.dIn this unit, students will demonstrate accuracy and control of overhand and underhand throwing and catching in game-play and identify the benefits of competitive and non-competitive activities. Students will identify rules, procedures, etiquette, and safety considerations associated with different tactical games.
Standards Covered: PE: 6.1.a, 6.4.b, 6.4.d
In this unit, students will explain the connection between energy balance and nutrition guidelines, meal planning, and heart rate.
Standards Covered: PE: 6.5.a, 6.5.c
In this unit, students will monitor their progress towards a nutrition goal by comparing RDAs of macronutrients when meal planning.
Standards Covered: HE: 6.1.b, 6.1.c, 6.2.b, 6.2.c, 6.3.b, 6.3.c, 6.3.f
In this unit, students apply fundamental skills and knowledge of skeletal structures and movement principles to build movement competence and confidence through acquisition, performance, and refinement of skills
Standards Covered: PE: 6.1.c, 6.2.b
In this unit, students focus on personal characteristics, body image, managing criticism and stress, personal/group success.
Standards Covered: HE: 6.1.p, 6.1.q, 6.1.r, 6.1.s, 6.1.t, 6.1.u, 6.2.p, 6.2.q, 6.2.r, 6.2.s, 6.2.t, 6.2.u, 6.3.p, 6.3.q, 6.3.r, 6.3.s, 6.3.t, 6.3.u
In this unit, students participate in a variety of dance and rhythmic activities.
Standards Covered: PE: 6.1.a, 6.3.d
In this unit, students will differentiate between proper use, misuse, and abuse of medications, alcohol, tobacco, nicotine products, opioids, and other drugs.
Standards Covered: 6.1.h, 6.1.i, 6.1.j, 6.1.k, 6.1.l, 6.2.h, 6.2.i, 6.2.j, 6.2.k, 6.2.l, 6.3.h, 6.3.i, 6.3.j, 6.3.k, 6.3.l
In this unit, students will gain knowledge about perceived exertion during different activities, calculate their heart rate during a variety of activities, and explain the relationship between exercise intensity and heart rate.
Standards Covered: PE: 6.1.f, 6.3.c, 6.3.g, 6.5.b, HE: 6.3.f
In this unit, students will discuss a variety of ways to keep themselves safe and healthy.
Standards Covered: HE: 6.1.m, 6.1.n, 6.2.m, 6.2.n, 6.3.m, 6.3.n, 6.1.v, 6.1.w, 6.1.x, 6.2.v, 6.2.w, 6.2.x, 6.3.v, 6.3.w, 6.3.x
In this unit, students will continue to develop movement and skill combinations and apply appropriate offensive and defensive strategies in tactical games.
Standards Covered: PE: 6.1.a, 6.1.d, 6.1.g
In this unit, students will analyze their post fitness data and reflect on the progress they made toward their fitness goal.
Standards Covered: PE: 6.3.a, 6.3.e
In this unit, students will identify community health and safety issues and explore the role of community agencies, professionals, and individuals in protecting the environment.
Standards Covered: HE: 6.1.y, 6.1.z, 6.2.y, 6.2.z, 6.3.y, 6.3.z
In this unit, students will apply concepts of force, accuracy, direction, speed, and spatial awareness when participating in recreational activities.
Activities in this unit can include pickleball, tennis, badminton, frisbee, biking, golf, yoga, water safety, and rock climbing.Standards Covered: PE: 6.1.b, 6.2.a, 6.4.a, 6.4.c,
Students in grade seven health generate and choose positive alternatives to risky behaviors (responsible decision making). They use skills to resist peer pressure (relationship skills) and manage stress and anxiety (self-management). Students are able to relate health choices to alertness, feelings, and performance at school or during physical activity (self-awareness). Students exhibit a healthy lifestyle, interpret health information, and promote good health.
Students in grade seven physical education continue to develop competence in modified versions of various games/sports, rhythmic, and recreational activities. They vary movement during dynamic and unpredictable game situations. Recreational pursuits become an additional curriculum option, broadening lifelong physical activity options. The ability to analyze skill performance through observing and understanding critical elements (small, isolated parts of the whole skill or movement) is increasingly apparent, as is the application of basic scientific principles of anatomical structures, movement principles, energy balance, and personal fitness. Students relate the importance of physical activity to health, focusing particularly on weight and stress management. Students understand strategies to achieve and maintain personal fitness standards and create plans by setting reasonable and appropriate goals for improvement or maintenance of health-related fitness. Students continue to develop social skills and cooperative behaviors by demonstrating problem solving, conflict resolution, communication skills, appropriate etiquette, integrity, and respect for others.
Students in Prince William County Public Schools will learn the 2022 Physical Education and the 2020 Health Standards of Learning (SOLs) set by the Virginia Department of Education. Students will experience the following units in this course:
In this unit, students will apply problem solving, conflict resolution, and communication skills in cooperative activities. Students will discuss the value of including others in cooperative activities and how individual feelings are impacted by feeling included or not feeling included.
Standards Covered: PE: 7.1.a, 7.4.b, 7.4.c, 7.4.e., 7.4.i
In this unit, students will identify the functions of the circulatory system. Students will identify the impact personal habits (sleep, physical activity, nutrition) and external conditions (weather, sun, allergies, school, and community) can impact a person’s health and wellness.
Standards Covered: HE: 7.1.g, 7.1.h, 7.1.i, 7.1.j, 7.2.g, 7.2.h, 7.2.i, 7.2.j, 7.3.g, 7.3.h, 7.3.i, 7.3.j
In this unit, students will analyze their individual fitness levels, develop goals for three fitness components (cardiorespiratory endurance, muscular strength, muscular endurance, or flexibility), and create a fitness action plan. Students will identify resources and tools they can use to monitor their progress.
Standards Covered: PE: 7.3.b, 7.3.c, 7.3.d, 7.5.d
In this unit, students will combine movement skills during game-play and apply safety rules and etiquette by self-officiating activities and games.
Standards Covered: PE: 7.1.a, 7.4.a
In this unit, students will identify the role of the anaerobic and aerobic energy systems, identify nutrients needed to maximize each energy system, and explain the importance of sleep for energy balance.
Standards Covered: PE: 7.5.b, 7.5.c, 7.5.e HE: 7.1.a
In this unit, students will identify a variety of nutrient-dense foods, analyze the benefits of selecting healthy foods and beverage, and identify the importance of understanding food allergens and respecting allergen safe-zones.
Standards Covered: HE: 7.1.b, 7.1.c, 7.1.d, 7.1.e, 7.2.b, 7.2.c, 7.2.d, 7.2.e, 7.3.b, 7.3.c, 7.3.d, 7.3.e
In this unit, students will learn how biomechanical principles including center of gravity and center of support impact a person’s ability to balance and respond in a game or activity.
Standards Covered: PE: 7.1.e, 7.2.b
In this unit, students will develop coping strategies, demonstrate healthy communication skills, and promote strategies to manage mental health and wellness.
Standards Covered: HE: 7.1.o, 7.1.p, 7.1.q, 7.1.r, 7.1.s, 7.1.t, 7.1.u, 7.2.o, 7.2.p, 7.2.q, 7.2.r, 7.2.s, 7.2.v, 7.2.w, 7.3.o, 7.3.p, 7.3.q, 7 3.r, 7.3.s, 7.3.t, 7.3.u
In this unit, students will experience a variety of dances. Students will identify the different planes of movement and connect them to rhythmic movements used in dance.
Standards Covered: PE: 7.1.d, 7.1.e
In this unit, students learn about the risks and consequences of substance use and misuse, identify factors influencing substance use, and develop skills to resist peer pressure and make healthy choices.
Standards Covered: HE: 7.1.k, 7.1.l, 7.1.m, 7.2.k, 7.2.l, 7.2.m, 7.3.k, 7.2.l, 7.3.m
In this unit, students will identify the anatomy needed to stabilize movement and apply knowledge of anatomy and joints to demonstrate fitness related skills.
Standards Covered: PE: 7.2.a,7.2.e, 7.3.a, 7.3.e, 7.5.a, 7.5.d
In this unit, students will identify different types of violence, including bullying, harassment, and family violence, and understand their impact on individuals and communities. Students will learn effective strategies for managing conflicts nonviolently, recognizing signs of emotional distress, and seeking help from trusted adults.
Standards Covered: HE: 7.1.n, 7.1.v, 7.1.w, 7.1.x, 7. 2.n, 7.2.v, 7.2.w, 7.2.x, 7.3.v, 7.3.w, 7.3.x
In this unit, students will continue to develop movement and skill combinations and apply appropriate offensive and defensive strategies in tactical games.
Standards Covered: PE: 7.1.b, 7.4.h
In this unit, students will reassess their fitness levels, reflect on SMART goals and modify their fitness plans.
Standards Covered: PE: 7.3.b, 7.3.f
In this unit, students learn how human behaviors impact pollution, explain the relationship between environmental, personal, and community health, and demonstrate ways to conserve and promote natural resources.
Standards Covered: HE: 7.1.y, 7.2.y, 7.3.y
In this unit, students will use knowledge of body mechanics to improve their own skills. Students will also discuss the benefits and enjoyment of participating in recreational activities. Activities in this unit can include pickleball, tennis, badminton, frisbee, biking, golf, yoga, water safety, and rock climbing.
Standards Covered: PE: 7.1.c, 7.1.f, 7.2.d, 7.4.d, 7.4.f, 7.4.g
Students in grade eight health have an understanding of the origins and causes of diseases, including the relationship between family history and certain health risks (self-awareness and social awareness). They begin to relate short- and long-term consequences of health choices (responsible decision making) and apply health skills to specific personal, family, and community health concerns (self-management, responsible decision making, and relationship skills). Students can discern relationships among all components of health and wellness and knowledgeably use consumer information.
Students in grade eight physical education demonstrate competence in skillful movement in modified, dynamic game/sport situations and in a variety of rhythmic and recreational activities. They transition from modified versions of movement forms to more complex applications across all types of activities. The grade-eight student applies knowledge of major body structures to explain how body systems interact with and respond to physical activity and how structures help the body create movement. Students will explain the relationship between nutrition, activity, and body composition to deepen understanding of energy balance. They will demonstrate socially responsible behavior as they show respect for others, make reasoned and appropriate choices, resist negative peer pressure, and exhibit integrity and fair play to achieve individual and group goals in the physical activity setting. Students are able to set goals, track progress, and participate in physical activities to improve health-related fitness. They have a repertoire of abilities across a variety of game/sport, dance, and recreational pursuits and begin to develop competence in specialized versions of lifelong game/sport activities.
Students in Prince William County Public Schools will learn the 2022 Physical Education and the 2020 Health Standards of Learning (SOLs) set by the Virginia Department of Education. Students will experience the following units in this course:
In this unit, students will apply skill combinations in a variety of cooperative activities, explain how following the rules impacts safe participation and independently provide positive feedback to peers. Students will demonstrate how to promote inclusion and reduce exclusion in team settings.
Standards Covered: PE: 8.1.a, 8.4.a, 8.4.b, 8.4.e
In this unit, students will describe the major structures and functions of the nervous system and describe ways to maintain brain health. Students will evaluate the health benefits of physical activity and sleep and identify factors that increase a person’s risk of chronic diseases.
Standards Covered: HE: 8.1.a, 8.1.f, 8.1.g, 8.1.h, 8.2.a, 8.2.f, 8.2.g, 8.2.h, 8.3.a, 8.3.f, 8.3.g, 8.3.h
In this unit, students will complete a self-assessment of their current fitness level and create a personal fitness plan. Students will identify a variety of technology tools and resources they can use to monitor and record their fitness progress.
Standards Covered: PE: 8.1.f, 8.3.a, 8.3.c
In this unit, students will continue to develop movement and skill combinations and apply offensive and defensive strategies in games and activities. Students will also identify rules, procedures, etiquette, and safety considerations associated with different games and activities.
Standards Covered: PE: 8.1.a, 8.2.c
In this unit, students will identify activities that utilize anaerobic and aerobic energy systems and how RPE relates to energy expenditure.
Standards Covered: PE: 8.3.f, 8.5.a, 8.5.b, 8.5.c, 8.5.d, 8.5.e
In this unit, students identify a variety of nutrients the body system needs, identify how to prepare and store food to prevent food borne illnesses, and discuss the impact external sources have on body image.
Standards Covered: HE: 8.1.b, 8.1.c, 8.1.d, 8.1.e, 8.2.b, 8.2.c, 8.2.d, 8.2.e, 8.3.b, 8.3.c, 8.3.d, 8.3.e
In this unit, students will learn how biomechanical principles including center of gravity and center of support impact a person’s ability to balance and respond in a game or activity.
Standards Covered: PE: 8.1.d, 8.1.g, 8.2.b, 8.2.e
In this unit, students will identify positive resources for mental and emotional health; identify factors that can influence unhealthy relationships, and mental health factors; and understand the importance of developing relationships that are positive and promote wellness.
Standards Covered: 8.1.p, 8.1.q, 8.1.r, 8.1.s, 8.2.p, 8.2.q, 8.2.r, 8.2.s, 8.3.p, 8.3.q, 8.3.r, 8.3.s
In this unit, students will create a rhythmic or dance sequence and demonstrate how to analyze a skill and provide feedback to improve the movement skill.
Standards Covered: PE: 8.1.b, 8.1.c, 8.4.d
In this unit, students will identify the dangers of varies drugs and the impact it has on the different body systems.
Standards Covered: HE: 8.1.i, 8.1.j, 8.2.i, 8.2.j, 8.3.i, 8.3.j
In this unit, students will gain an understanding of physiological principles and anatomy, enabling them to accurately describe various movements.
Standards Covered: PE: 8.1.e, 8.2.g., 8.3.b, 8.3.d, 8.3.e
In this unit, students will identify proper online safety, etiquette, and the risks and benefits of internet use. Students will assessing levels of personal stress and learn how to manage stress physically and psychologically. Students will identify the difference between bullying behaviors, peer conflict, harassment, and joking situations.
Standards Covered: HE: 8.1.k, 8.1.l, 8.1.m, 8.1.n, 8.1.o, 8.1.t, 8.1.u, 8.2.k, 8.2.l, 8.2.m, 8.2.n, 8.2.o, 8.2.t, 8.2.u,8. 3.k, 8.3.l, 8.3.m, 8.3.n, 8.3.o, 8.3.t, 8.3.u
In this unit, students will focus on using self-management skills and equipment properly allows for safe participation in physical activities.
Standards Covered: PE: 8.4.c, 8.4.f
In this unit, students interpret personal fitness data and reflect on their progress of their fitness goal and plan.
Standards Covered: PE: 8.1.e, 8.3.a
In this unit, students will explain the impact of pollutants found in water, soil, and air and how they can impact the body systems.
Standards Covered: HE: 8.1.v, 8.2.v, 8.3.v
In this unit, use peer assessment and feedback to improve one movement skill. Students will promote the positive social and emotional benefits in school and the community. Activities in this unit can include pickleball, tennis, badminton, frisbee, biking, golf, yoga, water safety, and rock climbing.
Standards Covered: PE: 8.2.a, 8.2.d, 8.2.e, 8.4.a, 8.4.g, 8.4.h
In grades 9-10, students apply their physical education knowledge and skills to develop more in-depth fitness plans; use complex movement forms across individual, lifetime, dance and rhythm, and team activities; and explain the benefits of balancing physical activity and nutritional decisions (energy balance). Students in grades 9-10 discuss health education topics including physical health, wellness, and disease prevention; nutrition and physical activity; safety and injury prevention; social, emotional, and mental wellness; violence prevention and healthy relationships; substance abuse prevention and opioids; community and environmental health; and family life education. Students in grade 10 engage in classroom Driver Education.
Visit the PWCS High School Course Catalog for more information on available courses.
Virginia Department of Education 2022 Physical Education Standards of Learning
Virginia Department of Education 2020 Health Standards of Learning
Students in Prince William County Public Schools will learn the 2022 Physical Education and the 2020 Health Standards of Learning (SOLs) set by the Virginia Department of Education. Students will experience the following units in this course:
In this unit, students will apply communication, problem-solving, critical-thinking, and conflict-resolutions skills in a variety of cooperative activities. Students will show etiquette, respect, integrity, inclusion, and teamwork in various settings.
Standards Covered: PE: 9.4.a, 9.4.b,9. 4.c, 9.4.e, 9.4.f, 9.4.g, 9.4.i
In this unit, students will explore the function of the immune systems, investigate differences between communicable and noncommunicable diseases, and develop skills for advocating disease prevention.
Standards Covered: PE: 9.2.b HE: 9.1.a, 9.1.e, 9.1.f, 9.1.g, 9.2.a, 9.2.e, 9.2.f, 9.2.g, 9.3.a, 9.3.e, 9.3.f., 9.3.g
In this unit, students will analyze their pre-fitness data, identify fitness goals, and develop a personal fitness plan to include a variety of training principles.
Standards Covered: PE: 9.2.c, 9.3.a, 9.3.b, 9.3.c, 9.3.d, 9.3.e, 9.3.f, 9.3.i
Students will learn how to provide traditional cardiopulmonary resuscitation (CPR) and compression-only CPR to adults and children.
Standards Covered: HE: 9.1.k, 9.1.l, 9.1.m, 9.1.n, 9.2.k, 9.2.l, 9.2.m, 9.2.n, 9.3.k, 9.3.l, 9.3.m, 9.3.n
Some units include badminton, pickleball, tennis, table tennis, speedminton, volleyball, racquetball, wallyball, eclipse ball, spikeball, round-net. This unit also focuses on biomechanical principles with the laws of motion.
Standards Covered: PE: 9.1.a, 9.1.b, 9.2.a, 9.2.e, 9.2.f, 9.2.g
Learning the importance of refusing to participate in violent behaviors.
Standards Covered: HE: 9.n1.s, 9.2.s, 9.3.s
Gain a comprehensive understanding of various drugs and alcohol. Learn about their risks and effects on the body’s systems, brain function, and behavior. Students will explore the dangers and consequences of using alcohol, tobacco, and other substances, and develop strategies to handle peer pressure and prevent substance use.
Standards Covered: HE: 9.1.h, 9.1.i, 9.1.j, 9.2.h, 9.2.i, 9.2.j, 9.3.h, 9.3.i, 9.3.j
By comprehensively analyzing our dietary intake alongside our physical activity levels, we can develop and implement a nutrition plan that ensures an optimal energy balance.
Standards Covered: PE: 9.5.a, 9.5.b, 9.5.c, 9.5.d HE: 9.1.d,9. 2.d, 9.3.d
This unit is dedicated to the establishment of nutritional SMART goals, the comprehension of diverse nutritional food sources, and the exploration of careers related to food choices, nutrition, farming, environmental science, food production, food safety, and restaurant ownership.
Standards Covered: HE: 9.1.b, 9.1.c, 9.2.b, 9.2.c, 9.3.b, 9.3.c
They will learn the positive and negative effects of social media and of sharing personal information online.
Standards Covered: HE: 9.1.o, 9.1.p, 9.1.q, 9.1.r, 9.2.o, 9.2.p, 9.2.q, 9.2.r, 9.3.o, 9.3.p, 9.3.q, 9.3.r
Exhibit a comprehensive understanding of the concepts and principles pertinent to the development and implementation of personalized physical activity plans and the design of individualized fitness levels. Execute, assess, and analyze a diverse array of resources to explain the relationship between various heart rate zones.
Standards Covered: PE: 9.3.a, 9.3.d, 9.3.f
Promote community health promotion and/or disease prevention. It is important to support public health and health literacy in our community and in our country. It is also important to support efforts for global public health. (To understand the interconnection between community health and environmental factors.)
Standards Covered: HE: 9.1.t, 9.1.u, 9.2.t, 9.2.u, 9.3.t, 9.3.u
To learn more about the PWCS Family Life Education Program, please visit the Family Life Education webpage.
Participate in individual and dual activities to show competency in various motor skills and movement patterns.
Standards Covered: PE 9.1.a
Students in grade 10 health demonstrate comprehensive health and wellness knowledge and skills. Their behaviors reflect a conceptual understanding of the issues associated with maintaining good personal health. They serve the community through the practice of health-enhancing behaviors that promote wellness throughout life (self-awareness, social awareness, self-management, responsible decision making, and relationship skills).
Students in grade ten physical education are proficient in fundamental movement skills and skill combinations and are competent in self-selected physical activities that they are likely to pursue throughout life including outdoor pursuits, fitness activities, dance and rhythmic activities, aquatics, selected individual performance activities, and net/wall and target games. They understand and apply concepts and principles of mechanics and anatomy in relation to human movement and apply the concepts and principles of the body’s metabolic response to short-term and long-term physical activity. Students are good leaders and good followers; they respect others and anticipate and avoid unsafe physical activity situations. They develop the ability to understand and they anticipate how physical activity interests and abilities change across a lifetime. Students demonstrate competency in lifelong physical activities and plan, implement, self-assess, and modify a personal fitness plan. Students are prepared to lead a physically active lifestyle
Students in Prince William County Public Schools will learn the 2022 Physical Education and the 2020 Health Standards of Learning (SOL) set by the Virginia Department of Education. Students will experience the following units in this course:
In this unit, students learn about Virginia traffic laws, licensing procedures, and basic vehicle operating, and driving strategies. Students will identify the consequences associated with alcohol and drug use while driving. Students will identify ways to prevent and reduce injury, explain proper braking techniques, and apply problem-solving skills to minimize risks on the roadway.
Standards Covered: DE.1, DE.2, DE.3, DE.4, DE.5, DE.7, DE.8, DE.10, DE.15, DE.18, DE.19
In this unit, students apply relationships, conflict resolution, and social awareness in a variety of cooperative activities. Students will identify ways to promote equity and inclusion in physical activity settings.
Standards Covered: PE: 10.3.f, 10.4.a, 10.4.b, 10.4.c, 10.4.d, 10.4.h
In this unit, students apply basic principles of training when creating a personal fitness and activity plan. Students will identify key factors to consider when purchasing fitness products or services and identify fitness needs to prevent future health concerns.
Standards Covered: PE: 10.1.d, 10.3.a, 10.3.b, 10.3.c, 10.3.g, 10.3.h
In this unit, students examine a variety of diets such as traditional American, Mediterranean, vegetarian, and vegan. Students will create a personal wellness plan for physical health and wellness.
Standards Covered: HE: 10.1.b, 10.1.c,10. 2.b, 10..2.c, 10.3.b, 10.3.c
In this unit, students will learn to communicate with roadway users and understand right-of-way, intersections, and turning navigation. They will develop skills to adjust their driving in various situations, considering visibility and traction. Additionally, they will identify environmental factors that affect driving and make informed decisions to reduce risks. Finally, students will compare braking systems and learn proper techniques for different conditions.
Standards Covered: DE.6, DE.7, DE.8, DE.14, DE.17, DE.18, DE.19, DE.20, DE.21
In this unit, students identify the planes of motion and demonstrate how movement is created. Students will analyze lifetime movement activities and energy needs during physical activity.
Standards Covered: PE: 10.1.b, 10.1.c, 10.2.a, 10.2.b
In this unit, students will discuss and analyze the protective factors needed to make healthy decisions throughout life. Students will learn to advocate for personal well-being and promote health-enhancing behaviors for others.
Standards Covered: HE: 10.1.j, 10.1.o, 10.1.p, 10.1.q, 10.1.r, 10.2.j,10. 2.o, 10.2.p, 10.2.q, 10.2.r, 10.3.j, 10.3.o, 10.3.p, 10.3.q, 10.3.r
In this unit, students will identify expressway characteristics and apply risk management strategies while driving. They will learn about occupant-protection features that reduce injury severity and analyze the impact of technology on driving practices. Additionally, students will examine the effects of alcohol and drugs on awareness and driving behavior, recognize the consequences of aggressive driving, and make informed choices about vehicle insurance, purchasing, and safe interactions with law enforcement.
Standards Covered: DE.1, DE.7, DE.9, DE.10, DE.11, DE.12, DE.13, DE.15, DE.16, DE.21, DE.22, DE.23, DE.24
In this unit, students will identify unsafe behaviors and examine research trends that contribute to adolescent substance use and abuse.
Standards Covered: HE: 10.1.g, 10.1.h, 10.1.i, 10.2.g, 10.2.h, 10.2.i, 10.3.g, 10.3.h, 10.3.i
In this unit, students use effective communication skills in a variety of team activities.
Standards Covered: PE: 10.4.a, 10.5.a, 10.5.b, 10.5.c,10. 5.d, 10.5.e, 10.5.f, 10.5.g, 10.5.h
In this unit, students will learn the positive and negative effects of social media and of sharing personal information online. The difference between mental distress, mental health problems, and mental illness. Identify causes of conflict with friends/family.
Standards Covered: HE: 10.1.k, 10.1.l, 10.1.m, 10.1.n, 10.2.k, 10.2.l, 10.2.m, 10.2.n, 10.3.k, 10.3.l, 10.3.m, 10.3.n
In this unit, students will identify the critical impact physical activity has on lifelong health and wellness. Students apply knowledge of anatomical principles to explain the importance of proper technique in physical activities to prevent injuries.
Standards Covered: PE: 10.1.a, 10.2.c, 10.2.d, 10.3.a, 10.3.c, 10.3.d, 10.3.e
In this unit, students examine the impact the quality of the environment has on environmental and human health. Students identify a variety of environmental and community-related health concerns.
Standards Covered: HE: 10.1.s, 10.1.t, 10.1.u, 10.1.v, 10.1.w, 10.2.s, 10.2.t, 10.2.u, 10.2.v, 10.2.w, 10.3.s, 10.3.t, 10.3.u, 10.3.v, 10.3.w
In this unit, students develop skills for advocating for disease prevention.
Standards Covered: HE: 10.1.a, 10.1.d, 10.1.e, 10.1.f, 10.2.a, 10.2.d, 10.2.e, 10.2.f, 10.3.a, 10.3.d, 10.3.e, 10.3.f
To learn more about the PWCS Family Life Education Program, please visit the Family Life Education webpage.
In this unit, individual and dual sports/activities help students focus on their personal development of locomotor, non-locomotor, and manipulative skills. These are skills students can use to remain active throughout life.
Standards Covered: PE: 10.4.e, 10.4.f, 10.4.g
Visit the Virginia Department of Education website to view the current driver education, health, and physical education standards of learning: