FSM Content Standards


Essential Competencies

Each State Department of Education is expected in insure that every high school graduate has attained
proficiencies necessary to function in the adult world as well as making smooth transition into postsecondary
schools, whether locally or abroad for those students continuing formal schooling beyond high school.
Among these proficiencies are the essential competencies identified by the office of Education and
representatives from the States to be the minimum required for becoming productive and contributing
members of society, as well as being capable of going through smooth transition into postsecondary pursuits.
They are as follows:

1. Read and use printed materials from daily life. These include the newspaper, telephone book, road
maps, charts and graphs commonly used in public media, and household product instruction.
2. Complete commonly used forms. These include personal checks, job applications, charge account
applications and other similar forms.
3. Demonstrate writing skills commonly used in daily life. These include writing directions, telephone
messages, letters of inquiry or complaint, and personal correspondence.
4. Communicate orally in situations common to everyday life. These include giving simple directions
and answering questions about directions or instruction, expressing personal opinions on a topic and
responding to questions about the topic, and describing and object.
5. Use skills in situations common to everyday life. These include adding, subtracting, multiplying, and
dividing whole numbers, adding and subtracting dollars and cents, and computing discount and
simple interest.
6. Read and use scales on standard measuring devices. These include rulers, measuring cups and
spoons, thermometers and weight scales.
7. Interpret common visual symbols. These traffic signs and road markings, directions to public
facilities, and caution and warning labels and signs.
8. Reach reasoned solutions to commonly encountered problems. Reasoned solutions are those that
incorporate the facts at hand, the constraints on the solution, the feasibility of carrying out the
solution, and the values of those affected by the solution. Commonly encountered problems include
decisions about family finance, career plans, physical health, and community issues.
9. Distinguish fact from opinion in TV and radio news broadcasts, advertising, newspaper and
magazine articles, and public speeches.
10. Use resources for independent learning. These resources include the library, informed persons, and
public and private agencies.
11. Identify the harmful effects of smoking, drinking, drug abuse, overeating, insufficient sleep, poor
personal hygiene, and poor nutrition.
12. Identify the training, skill and background requirements of at least one occupation in which the
student is interested.
13. Demonstrate knowledge of the basic structure and functions of national, state and local
governments.
14. Demonstrate knowledge of the citizen’s opportunities to participate in political processes. These
include voting, running for office, contacting elected representatives, and participating in election
campaigns.
15. Demonstrate knowledge of important citizen rights and responsibilities. This includes the rights
guaranteed by the Constitution and knowledge of traffic laws and major criminal offenses.
16. Exhibit appreciation for his/her worth as unique and capable individual.
17. Assume responsibility for identifying personal needs and setting reasonable goals.
18. Demonstrate a questioning attitude, open mindedness and curiosity.
19. Demonstrate a sensivity to and an understanding of the needs, opinions, concerns and cultural values
of others.
20. Participate actively in reaching group decisions.
21. Examine and assess the values, standards and traditions of the community.
22. Demonstrate and appreciation for his/her own historical and cultural heritage as well as that of
others in the national community and in the world.
23. Respect differences among people and recognize the pluralistic nature of FSM society.
24. Determine what is needed to accomplish a task and establish habits for learning independently o with
others.
25. Express his/her own concepts, ideas and emotions through one or more of the arts (art, music,
drama and dance)
26. Demonstrate attitudes and habits (such as pride in good work, dependability and regular attendance)
and the skills that will make the individual a productive participant in economic life.
27. Demonstrate an understanding of personal economics and its relationship to skills required for
employment, promotion and financial independence.
28. Apply basic elements of good nutrition, avoidance of substance abuse, prevention and treatment of
illness, and management of emotional stress.
29. Practice proper safety skills.



Federated States of Micronesia Education System
Content Standards for Language Arts

Language Arts Content Standards

1) Student will become competent speakers, listeners and viewers – constructing literal and
interpretive meaning from what they hear and view, and communicating effectively for a variety
of purposes and audiences.

2) Students will demonstrate competence in the general skills and strategies of the reading process
and in the application of the process to read a variety of printed texts for social, academic, and
career-related purposes.

3) Students will demonstrate ability to write, applying the general skills and strategies of the writing
process to communicate effectively for a variety of purposes and audiences.

4) Students will demonstrate understanding of the nature and functions of language.

5) Students will study literature (oral/written) in their own culture as well as selected literary works
from other cultures and will develop the ability to:

a) Understand other cultures and gain insights into their own,
b) Connect themselves to others, and
c) Recognize universal and unique qualities of others.


Page 4
Federated States of Micronesia Education System
Content Standards for Language Arts


Standard 1
Benchmarks 1 –4
Benchmarks 5 – 8
Benchmarks 9 - 12
Speaking & Listening
1.4.1
Recognize that different
1.8.1
Utilize the concept of
1.12.1 Evaluate personal

kinds of spoken texts have
choice in decision-making
effectiveness in-group
Students will become competent
different organizational
activities (identify choices,
discussions and make
speakers, listeners and viewers –
patterns.
choose and evaluate).
corrections as necessary.
constructing literal and interpretive
1.4.2
Listen (to storytellers, guest 1.8.2
Use oral language to
1.12.2 Ask questions as a way to
meaning from what they hear and
speakers, etc.) for enjoyment
strengthen oral traditions (use
broaden and enrich classroom
view, and communicating
and information.
of honorific work/gestures,
discussions.
effectively for a variety of purposes 1.4.3
Adapt to different
etc.)
1.12.3 Speak clearly to others and
and audiences.
communication settings.
1.8.3
Listen and view for
adjust the message, wording,

1.4.4
Associate details with main
pleasure information and for
and delivery to the particular
idea.
analytical purposes.
audience and context.
1.4.5
Listen and respond to
1.8.4
Make an effort to
1.12.4 Makes a well informed and
questions with appropriate
understand what others are
well-organized formal
elaboration (use questions to
saying and stay on the topic
presentations to the class (e.g.)
clarify, reason, etc.)
being discussed.
express and defend opinions).
1.4.6
Follow verbal and non-
1.8.5
Speak appropriately for
1.12.5 Makes explicit use of
verbal cues.
different purposes.
various techniques for effective
1.4.7
Listen observes and
1.8.6
Express ideas effectively,
presentations (e.g. modulation
interprets feedback.
both literally and figuratively.
of voice, infection, tempo,
1.4.8
Paraphrase content of brief 1.8.7
Present oral reports and
enunciation, and physical
messages.
have peers evaluate for
gestures), and demonstrates
1.4.9
Display appropriate turn-
effectiveness, appropriateness
poise and self-control while
taking behaviors and cultural
and responsiveness.
presenting.
courtesies in conversations and 1.8.8
View film/video
1.12.6 View a film presentation
group discussions.
presentations for enjoyment
and a) recall important
1.4.10 Participate and actively
and information. Share and
information, b) critique from a
contribute to group
discuss ideas and opinions.
cultural perspective.
discussions.

1.12.7 Develop skills in
1.4.11 Use information to solve a
participation in real-life
problem.
situations in a) a job interview,
1.4.12 Use oral language to
b) a community meeting, and c)
strengthen oral traditions (story
state leadership panel.
telling, counting systems,

honorific language).
1.4.13 Prepare and present simple
oral reports.

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Federated States of Micronesia Education System
Content Standards for Language Arts
Standard 2
Benchmarks 1 –4
Benchmarks 5 – 8
Benchmarks 9 - 12
Reading
2.4.1
Use a variety of strategies
2.8.1
Recognize common
2.12.1 Read to acquire knowledge

to decode writing and
organizational patterns used in
and skills to understand new
Students will demonstrate
organizational conventions.
different texts.
ideas.
competence in the general skills and
2.4.2
Use vocabulary
2.8.2
Demonstrate ability to find 2.12.2 Read for valid information
strategies of the reading process and
development skills to build
information.
to support problem solving and
in the application of the process to
meaning (context clues).
2.8.3
Identify information-
decision making.
read a variety of printed texts for
2.4.3
Establish comprehension
organizing strategies that are
2.12.3 Recognize that readers
social, academic, and career-related
of what is read: a) identifying
personally useful.
have their right and even the
purposes.
main ideas/details, b) literal
2.8.4
Read for a variety of
responsibility to bring their

interpretations, c) inferred
purposes including answering
own values to bear as they
interpretations, and d)
questions, forming an opinion
respond to a text.
evaluative interpretations.
or skimming for facts,
2.12.4 Analyze the author’s ideas,
2.4.4
Connects information
enjoyment and personal
techniques and methods and
presented in reading with real-
growth.
make supported evaluations
life experiences.
2.8.5
Establish comprehension
about the selection.
2.4.5
Use tools and techniques
of text: a) identifying main
2.12.5 Analyze and evaluate
to locate information (book
ideas/significant details, b)
context to see how the author’s
parts, etc.).
literal interpretations, c)
message was influenced by real-
2.4.6
Apply different types of
inferred interpretations, and
life situations in society and
reading to aid transition from
evaluative interpretations.
culture.
“learn to read” to “read to
2.8.6
Use appropriate reading
2.12.6 Understand that a single
learn”.
strategies to fully analyze text.
text will elicit a wide variety of


responses, each of which is
valid from a personal,
subjective perspective.
2.12.7 Analyze the overall
effectiveness of one’s own
reading.
2.12.8 Demonstrate ability to use
skills and strategies for reading
and comprehending
informational texts.

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Federated States of Micronesia Education System
Content Standards for Language Arts
Standard 3
Benchmarks 1 –4
Benchmarks 5 – 8
Benchmarks 9 - 12
Writing
3.4.1
Write paragraphs or short
3.8.1
Recognize that certain text
3.12.1 Write a composition that

compositions that show some
types and features are
demonstrates effective use of
Students will demonstrate ability to
attempt to use descriptive
associated with particular
descriptive language that
write, applying the general skills and
language that clarifies and
purposes and audiences.
clarifies and enhances ideas.
strategies of the writing process to
enhances ideas.
3.8.2
Experiment with strategies 3.12.2 Write compositions that
communicate effectively for a variety
3.4.2
Demonstrate ability to
for planning, reviewing and
use a variety of transitional
of purposes and audiences.
write for an intended audience
proofreading own writing.
devices (e.g. phrases, sentences

for an intended purpose.
3.8.3
Explore writing for private
and paragraphs).

3.4.3
Write brief imaginative and
and public audiences by
3.12.3 Write with a variety of
factual texts which include
attempting these text types: a)
sentence structures and lengths.
some related ideas about
autobiographical, b) narrative
3.12.4 Use vocabulary that
familiar topics (e.g. oral
accounts, c) persuasive, and d)
stimulates the imagination of
tradition and about the local
expository.
the reader.
environment).
3.8.4
Demonstrate competence
3.12.5 Write with a command of
3.4.4
Write with a command of
in using the grammatical and
grammar and mechanical
the grammatical and
mechanical conventions of
conventions, appropriate to the
mechanical conventions of
composition, appropriate to the
level.
composition, appropriate to the
level.
3.12.6 Write compositions that
level.
3.8.5
Conduct research and
have a strong overall sense of
3.4.5
Use peer-coaching
writing about cultural themes –
cohesion.
strategies to proofread and
(at least one of his/her choice). 3.12.7 Create writing that exhibits
improve on the writing of the

a clear personal style and voice.
final draft.

3.12.8 Write compositions that

are clearly focused for different

audience (those
informed/uniformed about the
topic) public and private.
3.12.9 Write compositions that
are a) expository, b) persuasive,
c) descriptive, d) reflective,
fictional/biographical, and f)
narrative.
Page 7
Federated States of Micronesia Education System
Content Standards for Language Arts
Standard 4
Benchmarks 1 –4
Benchmarks 5 – 8
Benchmarks 9 - 12
Nature & Function of Language 4.4.1
Identify specific ways in
4.8.1
Form explicit conclusion
4.12.1 Understand the influence

which language varies across
regarding language use based
of gender on language use.
Students will demonstrate
situations in one’s personal life.
on observation.
4.12.2 Carry out investigations of
understanding of the nature and
4.4.2
Identify the social context
4.8.2
Understand those factors
unanswered questions
functions of language.
of conversations and its effects
that commonly affect the use
regarding language.

on the language use in
of language.
4.12.3 Engage in public speaking
conversation.
4.8.3
Communicate effectively in
around issues of personal
4.4.3
Identify the use of
more than one language or
concern.
nonverbal cues used in
dialect.
4.12.4 Have a general
conversations.

understanding of the history of
4.4.4
Make observations about
his own language and the
language in real-life situations.
English language.
4.4.5
Identify appropriate and
4.12.5 Compare form, meaning
inappropriate uses of language
and values of his/ her own
in different settings including
language and that of the
school and home.
English language.
4.4.6
Compare the ways in
4.12.6 Understand the political
which language is used in a
implication of using different
variety of contexts.
forms of language.
4.4.7
Make observations about

specific uses of own language.

Make observations and
responses about specific uses
of own language and respond
appropriately.
4.4.8
Compare the uses of
language in the home,
community and school.

Page 8
Federated States of Micronesia Education System
Content Standards for Language Arts
Standard 5
Benchmarks 1 –4
Benchmarks 5 – 8
Benchmarks 9 - 12
Literature
5.4.1
Demonstrate knowledge of 5.8.1
Understands that people
5.12.1 Relates personal response

the geographic information
respond differently to literature.
to the text with that intended
Students will study literature
important to the stories one
5.8.2
Identifies specific questions
by the author.
(oral/written) in their own culture as
reads.
of personal experience and
5.12.2 Makes abstract connections
well as selected literary works from
5.4.2
Use specific aspects of a
seeks to answer them through
between one’s own life and the
other cultures and will develop the
piece of literature to
literature.
characters, events, motives and
ability to:
understand the actions of
5.8.3
Explains how the motives
causes of conflict in texts.

others in ones life.
of characters or the causes for
5.12.3 Analyzes the effectiveness
a) Understand other cultures and
5.4.3
Compares how characters
complex events in texts are
of complex elements of plot
gain insights into their own,
or simple events in a work are
similar to and different from
(e.g. setting, major events,
b) Relate themselves to others,
like people or events in one’s
those in one’s own life.
problems, conflicts, and
and
own life.
5.8.4
Understands complex,
resolution).
c) Recognize universal and unique 5.4.4 Read fiction and non-
extended dialogues and how
5.12.4 Practices a reader’s right
qualities of others.
fiction from a variety of genres
they relate to a story.
and responsibility to bring

(types) (fairy-tales, fantasy,
5.8.5
Recognizes cultural
personal and cultural values to

biography, legends).
differences between a piece of
bear on the study of literature.
5.4.5
Recognize basic literary
literature and their own
5.12.5 Recognizes that cultures
elements – characters, plot
experience.
view situations from varying
dialogue, theme.
5.8.6
Recognizes complex
perspectives and evolve
5.4.6
Make inferences regarding
elements of plot (e.g. settings,
different patterns of
the motives of characters and
major events, problems,
interaction.
the consequences of their
conflicts, and resolutions).
5.12.6 Identifies the simple and
actions.
5.8.7
Identifies the main and
complex actions (e.g.
5.4.7
Compare a story to
subordinate characters in works
external/internal conflicts)
personal experience.
containing complex structures.
between main and subordinate
5.4.8
Share responses to

characters in text containing
literature with peers.
complex character structures.
5.12.7 Identifies and traces literary
elements, including alliteration,
allusion, characterization,
exaggeration, figurative
language etc.


Page 9

Health and Nutrition

Standards:

Students in the FSM will:
1. Develop an appreciation of local foods based on their availability and nutritional value.
2. Develop the knowledge, attitudes and skills, which are essential for the prevention of heath problems
and promotion and maintenance of better health habits in the community.
3. Develop the desire to purse career development as an integral part of growth and development.
4. Feel good about hum/herself (including the mental, emotional, social and spiritual aspects of well
being in addition to the physical aspects of health).
5. View good health as a right and understand ways to influence public policies and practices that
support that right.
6. Develop fundamental skills in physical activities for immediate education purposes – physical, mental
and social.

MAJOR TOPICS
1. Safety and First Aid
2. Nutrition
3. Substance Abuse
4. Communicable Diseases and their prevention
5. Mental Health
6. Marriage and Family
7. Basic Human Anatomy and Physiology
8. Physical Fitness
9. Hygiene
10. Physical Growth and Development
11. Environmental Health
12. Emotion, Cultural and Social Well being
13. Attitudes
Page 10

Health and Nutrition Performance Expectations

Standard
Grade 3
Grade 6
Grade 8
Grade 10
Grade 12

Names and describe the
Describes locations and
Cites examples of agencies, Relates effects of diet, rest,
Describes a community
functions of external
functions of major
groups, laws and standards exercise and personal
health agency with which
major body parts.
human body parts and
that protect the heath and
hygiene to one’s well being
the student is personally
Explains that all living
their interdependency
safety of people
and weight control
familiar
things come from other
Identifies ways in which
Identifies stages of life
Describes the structures of
Analyzes various
living things.
one grows over a given
from conception to death
male and female
influences that affect one’s
Describes the role and
period of time
Analyzes how attitudes
reproductive systems
diet
responsibilities of
Compares differences
and emotions influence
Identifies growth and
Describes training or
individuals within the
and similarities of
health and safety
development changes that
educational requirements
family and how each
growth of boys and girls
Explains desirable heath
occur in males and females
in various heath careers
contributes to the
Describes emotions and
practices and their value t
during adolescence
Uses health and social
physical health of other
how they are shown
maintaining health
Compares differences
services available to
members of the family.
Identify the effects of
Identifies social, economic, among sources of heath
teenagers when needed to
Describes procedures or diet, rest, exercise and
cultural, and ethnic
information and among
maintain well being
ways to help protect
persona hygiene to
influences upon physical
health products
Describes physiological,
health and safety of self
one’s well being
and emotional health of
Explains how heredity and
biological, chemical and
and others
Describes nutrient
the family
environment influence
mechanical means of
Names different types
functions from different Applies the knowledge of
differences in height and
preventing, curing or
of food that are
food groups
nutrients from different
weight
controlling diseases and
important to health and
Describes ways in
food groups in planning
Describes some of the
conditions
growth
which natural and
balanced meals
effects of heredity and
Applies established
Identifies functions of
human- caused hazards
Identifies forces and
environment on physical
procedures to health and
the major food groups
can be modified or
emotional state of the
and mental growth and
safety problems and
Explains what
controlled
adolescent that lead to
development
emergencies
constitutes a balanced
Uses a problem solving
substance abuse
Explains relationships
Distinguishes between
diet.
process to determine
Demonstrates strategies
among appearance,
beneficial use and abuse of
Performs or
alternative solutions for
and skills to cope with
emotional security and
substance
demonstrate the basic
a common health
emotional state
social approval
Describes how personal,
fundamental skills in
problem in one’s state
Demonstrates know –how
Describes reasons why
social, family and
physical fitness exercises Identifies factors
to develop a persona
some adolescent heath and
environmental forces that
influencing community
health records
behavior problems emerge
influence the use of
health activities
Investigates the impact of
as a result of physical,
substance
Explains why certain
substance abuse on self,
emotional and social
Analyzes the influences of
substances are use
the family and community
change
such variables as emotions
rather commonly and
and identifies solutions
Identifies the health related and values on the use of
others only under

responsibilities
substances (alcohol,
special circumstances
accompanying the pre-adult tobacco, marijuana,
Describes some of
phase of maturation
cocaine, heroin and other
Page 11

alcohol and tobacco on
Describes ways in which
illegal drugs)
people
heredity and environment
Researches and reports on
influences pattern and the
medical and scientific
rate of physical, mental,
developments related to
emotional and social
growth and development
growth
Describes why self-
Describes economic,
motivation is necessary if
emotional and social
health is to be maintained
impact of death on a family throughout life
or and individual survivor
Develops a plan for
Analyzes personal health
personal health care
status and ways to improve adoptable for life long
it
needs
Describes and relates the
Identifies factors which
effects of diet, rest, exercise influences the effective
and personal hygiene to
solution of health problem
one’s well being and weight Develops a plan to
control
improve nutrition of self
Describes social, economic, and family
cultural and ethnic

influences upon physical
and emotional health of the
family
Designs a plan for
maintaining sound personal
health care in the face of
conflicting forces
Identifies healthful child
feeding practices
Identifies cause and effect
relationship contributing to
a healthy or safe situation
Describes forces that
encourage good personal
health practices and those
that act as deterrents
Describes the effects age,
sex, activity, pregnancy and
disease on nutritional needs
and practices
Demonstrates self-
Page 12

confidence with regard to
the avoidance of drugs and
discusses with peers and
other problems connected
with drug abuse and helps
other avoid harmful
substances




Page 13

MATHEMATICS

Standards
1. Develop the necessary universal mathematical skills, understandings and insights to function effectively in everyday life and also at the
international level
2. Master basic mathematical skills such as solving problems using the basic operation signs, (+, -, x and -); solving problems that involve
fractions, decimals, percents; estimating quantities using non-standard, standard and metric systems; and other calculation skills which are
necessary for everyday living.
3. Develop intellectual skills for practical problem solving

Major Topics/Concepts
1. Numbers and numeration
2. Basic operations (+, -)
3. Basic operations (x, -)
4. Decimals and Fractions
5. Measurement/English
6. Measurement/Metric
7. Area, Perimeter, Volume (Dimension)
8. Geometry concepts
9. Ratio, Proportion, Percent
10. Probability
11. Organizing Data
12. Estimating and Problem Solving


Standard
Grade 3
Grade 6
Grade 8
Grade 10
Grade 12

Uses whole numbers and
Uses whole numbers,
Adds, subtracts,
Adds, subtracts,
Uses algebraic techniques
commonly fractions (1/2, decimals and fractions to multiplies and divides
multiplies and divides
and describes their
¼, etc.) to communicate
communicate physical
decimals, fractions and
fractions and integers
relationship to the
physical quantities (how
quantities
integers
Uses algebraic techniques properties of real
many, how much, etc,)
Solves addition and
Uses ratios to compare
and describes their
numbers
Recalls the addition and
subtraction problems of
quantities and
relationship to properties Calculates and interprets
subtraction facts
whole numbers, solves
characteristics of physical of real numbers
basic statistical
Adds and subtracts 3-digit multiplication problems
objects
Computes measurements measurements from a set
numbers with regrouping
of any whole number by Solves ratio, proportion
of common plane and
of data
(carrying and borrowing)
2-digit numbers, and
and percent problems
solid geometric figures
Calculates measures of
Recalls the multiplication
solves division problems Estimates and measures
Describes and explains
dispersion and
and division facts through of any whole number by angles, areas and volume
possible uses and
correlation data
Page 14

products of 81
2-digit numbers
using standard units,
misuses of basic
Explains relationships of
Multiplies 2-digit number
Adds and subtracts like-
including the metric units statistical measurements
the parts of a geometric
by 1-digit number without denominator fractions
Computes measurements Calculates and interprets
figure and among
regrouping
and commonly used
using the four basic
statistical measurement
geometric figures
Multiplies 2-digit number
decimals
operations
from a set of data
Performs and describes
by1-digit with and without Solves multiplication
Converts within metric
Calculates measures of
geometric transformation
remainders
and division problems
units (deci, centi, milli,
dispersion and
Describes ways that
Divides 2-digit number by with decimals
deca, hecto and kilo)
correlation of data
geometric properties and
1-digit number with and
Estimates measurements Explains the
Uses correct terminology relationships are
without remainders
and solves mental
interrelationships of the
in describing the
organized in a deductive
Comparers temperature,
computation problems
metric units (meter, liter
properties of plane and
system
masses (weights), lengths,
Uses ratios to compare
and gram)
solid geometric figures
Organizes geometric
regions (areas) quantities
quantities and
Classifies plane and solid Explains relationship of
properties and
and times of events,
characteristics of
geometric figures into
the parts of a geometric
relationships into
greater than and less than
physical objects
various sets and sub-sets
figure and among
deductive system
by using the appropriate
Adds and subtracts
using different
geometric figures
States the condition of
symbols
common fractions,
specialized properties
Performs and describes
the problem, introduces
Tells time to the nearest
improper fractions and
(polygons, hexagons,
geometric transformation suitable notations, and
minute
mixed fractions
pentagons cylinders,
Describes ways that
determines whether the
Makes changes through a
Solves multiplication
prisms, spheres and
geometric properties and data is sufficient,
dollar
and division problems of quadrilaterals)
relationship are
consistent and
Estimates and measures
common and mixed
Computes measurements organized in a deductive
reasonable
the length, capacity and
fractions
on various common
system
Proves mathematical
mass (weight) of physical
Solves simple ratio,
plane and solid
States or writes the
statements orally and in
objects using non-
proportion and percent
geometric figures
problem using the
writing; writes alternate
standards units
problems
(finding the perimeter,
necessary information in
deductive justifications
Estimates and measures
Estimates and measures
are, capacity and volume) concise manner
(proofs)
the length, capacity and
length, capacity and
in both English and
Solves problems by
Solves different
mass physical objects
mass of physical objects
Metric units
translating given
problems using the same
using standard units
using standard units
Uses correct terminology situations into
mathematical model and
including the metric units
(English and metric)
in describing the
mathematical sentences,
extends problem solving
Reads and writes time,
Reads and writes time,
properties of geometric
by breaking the problem

simple money expressions money expressions and
figures (triangles,
into parts, or by working
and temperatures
temperatures
rectangles, polygons,
the problem backwards
Identifies and compares
Estimates and measures
acute angles, obtuse
Generalizes the solution
plane and solid geometric
angles, regions, and
angles, isosceles and
process and applies it to
figures
volume using standard
congruencies/in
similar problems
Relates objects in the
units (English and
congruencies)
classroom and
metric)
Explains relationships of
surroundings to geometric Explains the uses of the
the parts of a geometric
shapes (chalkboard-
metric system in
figure and relationships
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rectangle; automobile tire- everyday living (a bag of
among geometric figures
circle; a corner –angle,
sugar is 2 kilograms)
(relation of sides and
chalkboard corner- right
Identifies and draws
angles within each figure
angle, etc.)
various plane and solid
and relation of sides and
Identifies and draws
geometric figures (circle, angles among two or
various plane and solid
rectangle, trapezoid,
more figures)
geometric figures
triangle, cone, sphere,
Makes, reads, and
(triangles, circles, squares,
rectangular prism,
interprets simple graphs,
rectangles, cones,
cylinder)
tables and commonly
cylinders, prisms)
Uses correct
used schedules

terminology in
Clarifies problems by

describing the properties listing those facts
of geometric figures
relevant to the solution
(Isosceles triangles, right of the problem
triangles, rhombus,
Solves problems by
polygons, quadrilaterals,
making deductions,
acute angles, obtuse
working simple sample
angles, right angles, etc.
problems, or checking
Clarifies problems by
assumptions
listing all information
Devises and uses
given and related facts
alternate means to solve
problems




National Education
The educational goals of the Federated States of Micronesia describe the qualities that the nation needs in its people. Fourteen educational goals have
been developed based on curriculum materials from all FSM States and drafted jointly by representatives of the States and the national government
Office of Education. They are intended to serve as a guide for curriculum development and delivery of instruction in the FSM’s schools.

The following are the goals for all students in the Federated States of Micronesia:
1. Develop basic skills for learning and communication with others including basic learning skills, attitudes and knowledge in all subject areas
2. Develop positive self-concept and respect for cultural values
3. Develop decision-making and problem-solving skills
4. Develop independence in learning and a desire for lifelong learning
5. Develop physical and emotional health
6. Pursue career development as an integral part of personal growth and development
7. Develop a continually growing philosophy in order to be responsible to self as well as to others
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8. Develop creative potential and aesthetic sensitivity
9. Develop vocational and academic skills which will be useful and applicable in daily life
10. Develop appreciation and respect for the environment
11. Understand the effects of population changes on the quality of life
12. Gain knowledge and appreciation of the FSM, the rest of the world and the role of the FSM in that world
13. Demonstrate interest in the economic and social life of the nation through active participation in the community, state and national
development efforts
14. Develop skills to function effectively and successfully in a changing nation and world


SUBJECT AREA GOALS
Goals for students as a result of instruction in the core subject areas have been identified through a careful review of State curriculum documents,
materials from other parts of the Pacific and the world, and the thoughtful work of area specialists in each State. Each subject area goal is also directly
related to and supports the overall goals of education in the FSM.
Subject area goals represent the overall goals for all students upon completing grade 12. Because of the general way in which goals are stated, relating
them directly to classroom instructions can be difficult. Therefore, Performance Expectations are provided to specify important competencies expected
of students as they progress toward attainment of the Educational Goals.
Performance Expectations
The National Minimum Curriculum Standards includes Performance Expectations, which describe the common core of learning for all students in the
Nation. Performance expectations within this document are the MINIMUM subject at the completion of each cluster of grade. Performance
Expectations are directly related to the six instructional areas and form the basis for the development of a national student assessment program.
GRADE CLUSTERS
Student performance expectations are developed for grades 3, 6, 8, 10 and 12. These grades represent critical points in major stages of human
development such as early childhood, pre-adolescence, adolescence, early adulthood and adulthood. Performance expectations identified for these
grades reflect development through the preceding years and include the specified year. In other world, the expectations of students at the end of third
grade are based on sequential development from grade 1 through grade 3. Likewise, the attainment of performance expectations of subsequent grades is
dependent on the cumulative effect of instruction. Performance expectations are provided in a progression to assist the states in making the decision as
to taking the learners to their fullest potential. All subject areas are important and significant student achievement must occur in each. It is recognized
that every state has student reflecting a wide range of learning abilities and backgrounds. In a given state, therefore, student achievement levels may
vary. Decisions about the specific level of acceptable achievement levels may vary. Decisions about the specific level of acceptable achievement for a
State’s student is a responsibility reserved to the States.
INSTRUCTIONAL PLANNING
The mission of the office of Education, FSM is “to provide educational services and opportunities for the development of all students in the Federated
States of Micronesia to their maximum potential mentally, physically, and socially so that they will be contributing members of our society or of their
own.” In support of this mission, all State Departments of Education in the Federated States of Micronesia are expected to use the Minimum
Curriculum Standards in planning and developing instructional programs and activities for their students. Instructional planning toward the overall
educational goals of the nation Performance expectations provide the basis fro”
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1. Relating instructional areas to subject area goals, essential competencies and overall national Educational Goals,
2. Developing more detailed grade by grade instructional objectives;
3. Measuring student progress and adjusting classroom instruction;
4. Securing related assessment information such as student background, interests, work habits and learning styles; and
5. Insuring appropriate and timely instruction for student.
Effective instructional planning and, more specifically, use of performance expectations will result from two important understandings: First,
instructional planning and use of performance expectations must be based on the concept that meaningful instruction is learner-centered, where each
student is viewed as an individual. Therefore, the performance expectations are not intended to prescribe the scope and sequence of learning for all
students. Over the span of years, each student’s learning sequence and achievement will differ within and among Educational Goals.

Second, effective use of performance expectations requires clear understanding of the relationship among the expectations, subject area goals, essential
competencies and overall goals of education. Classroom use of the essential competencies should lead to effective planning of units and lessons that
support the achievement of students.
The relationship among Educational Goals, Essential Competencies, Subject Area Goals and Performance Expectations is shown in the diagram below:
Figure 1

Educational Plans
(Long term aims of education)

Essential Competencies
(Skills, knowledge and attitudes gained by the end of Grade 12)

Subject Area Goals
(Long-term aims of instruction in each subject are)

Subject Area Performance Expectations
(Skills, knowledge and attitudes gained at the end of a cluster Grades)

FSM NATIONAL STANDARDIZED TESTING PROGRAM
The overall goal for the National testing and Evaluation program are to provide effective and efficient educational testing and evaluation services to
both the National and State educational organizations, agencies and institutions. Such services may include, but are not limited to: technical assistance
activities and coordinating consultancy services in the area of testing and evaluation.
It is also the overall plan of the FSM National testing and Evaluation Program to develop a standardized testing program, which shall be based on the
FSM National Minimum Curriculum Standards. Assessment of student progress through this program is aimed at promoting school improvement
throughout the nation

PURPOSES/USES:
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The overall purpose of the FSM testing program is to determine the extent to which the performance expectations and essential competencies of the
Minimum Curriculum Standards have been realized. Results of national assessment will:
1. Provide the Nation with the necessary information regarding student achievement in basic skills and subject area knowledge
2. Identify strengths and weaknesses within the instructional program





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last updated Sat Sep 01, 2012