In Grade 3 we provide pupils with a balanced and broad based curriculum. We take our learning objectives directly from the English National Curriculum and teach them through six cross curricular topics. This allows skills and subject knowledge to be applied and put into a more meaningful context. We aim to develop our students to be responsible, autonomous and enthusiastic learners and provide them with the opportunities to reach their full potential.
Throughout the year parents will be invited into the classroom where the students will showcase their learning. Parents will also have the opportunity to meet with the teachers throughout the academic year for Goal Setting and pupil progress meetings. We strongly encourage parents to be a part of their child’s learning journey and complete activities at home to support the learning in class. To enrich and enhance their learning, students will also have the opportunity to participate in educational visits including The New Omani National Museum, Shatti beach and the PDO Planetarium.
All classes in Grade 3 currently use the SeeSaw app which provides a safe place to document the student’s learning. It also allows parents to be more involved in their child’s learning and is a good form of communication between parents and teachers. Photographs of the students, notes and reminders are posted on a daily basis. We encourage all parents to connect with us on SeeSaw to ensure that they are completely involved in their child’s learning journey.
We value the opportunity to talk to parents. If you do have any queries or concerns, please do not hesitate to contact the class teacher by writing a note on SeeSaw or in the pink communication diary. We will respond in writing or arrange a time to meet if necessary.

Communication :

Home and School Communication

Good parent/teacher communication is vital to the education process. If you have a question, concern or complaint parents should first address matters of concern with the class teacher. If a satisfactory solution to any issue is not established then the matter should be raised with the Grade Leader and then to the Head of Primary.
Enquiries about administration, accounts, buses or transferring schools should be directed to the Reception staff in the Front Office.
The following avenues for communication between parents and school are in place:
• All pupils have a Home School Diary
• Class blogs and online portfolios
• Open classroom events
• School and class newsletters
• Various reporting formats, including parent/student/teacher conferences
• Parent information evenings
• The school website (
• SMS messages to parents advising of important events

Contacting Teachers :

The home-school diary is the first method of communication between teacher and parent.
• Teachers will happily discuss small issues with parents in the playground at the beginning and end of the school day. If there are larger issues to discuss, we encourage parents to make an appointment to see the teacher at another time.
• Please phone the school if you wish to arrange a meeting with a teacher during the school day.
• All visitors to school must report to the Reception Desk first and collect a visitor’s badge.
• Teachers are not permitted to give out phone numbers or email addresses, so please don’t ask for them.

Contact with the Primary Leadership Team :

The Head of Primary deals with the operational aspects of the Primary section. Class teachers and Grade Leaders are the main channel of communication for any issues involving students.
Direct contact with the Grade Leaders should occur in any one of the following circumstances:
• you are unsatisfied with your discussion with the teacher regarding the matter concerning your child
• you feel the matter concerning your child is serious enough to warrant immediate action by the administration (i.e. by-passing stage one above)
• your concern is not with the normal classroom learning situation, but is of a general curricular, behavioral or school organizational nature
• you feel there is a sudden emergency situation and contact must be made
Should the need arise the Grade Leader will refer the parental concern to the Head of Primary


Primary newsletters are published monthly and will be accessible in the Primary section of the website. It is available in Arabic and English. In addition to this Primary and grade notices are published on a weekly basis. Grade newsletters are sent home regularly, usually at the beginning of each unit. Please check your child’s bag for letters on a daily basis as important information may be sent out as an individual letter rather than awaiting inclusion in a newsletter.

Home-School Diaries:

Children in KG 0 to Grade 6 have Home School Communication Diary in which important information about the work being done in class, behaviour and homework is recorded. There is also a reading record in this book, where students and/or parents can keep track of reading which is done at home. Please remember to check the home-school diary daily and sign it weekly. Please check your child’s bag regularly to make sure they have given you any notes


The school operates a text messaging service to advise of special events. Please ensure that we have your correct mobile number in our records.

Helping at Home:

Home learning tasks play an important part in consolidating your child’s attainment and developing good learning habits. Each week your child will receive a homework sheet that lists the objectives the class is currently focusing on and sometimes tasks related to these. The expectations for home learning differ between Grades as the children get older. Please speak to your child’s class teacher for Grade specific information. We recommend that all children read daily.

Educational Links:

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Reading at Home:

Here at MIS we feel strongly about the importance of reading in every student’s life. Reading is the key that opens so many doors and we strive to ensure that all our students not only learn to read with confidence, but that they develop a love for reading and a respect for books that they will carry with them for the rest of their lives.
In each grade, students are expected to read every day for a minimum set amount of time in addition to homework. They may read any type of book they like and from any source; books from the library, books assigned by the teacher, books on the internet or books they have borrowed from friends. For younger students, parents and older siblings can assist them during the daily reading time as this will help continue to build their confidence in reading. For every night that they read, students must fill in information regarding what they have read and parents must sign for each night.

• Grade 1 & 2; students should read for a minimum of 10 minutes each night.
• Grade 3 - 6 ; students should read for a minimum of 20 minutes each night.

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Making Appointments:

If you have a question or concern parents should first address matters with the class teacher. If a satisfactory solution to any issue is not established then the matter should be raised with the Grade Leader and then to the Head of Primary.
Enquiries about administration, accounts, buses or transferring schools should be directed to the Reception staff in the Front Office.

Uniform & Appearance:

All pupils at M.I.S are expected to wear the correct school uniform. Failure to do so may result in your child being sent home from school.
Enquiries about administration, accounts, buses or transferring schools should be directed to the Reception staff in the Front Office.

Girl's Uniform:

• Navy blue trousers
• White blouse/shirt and a navy blue tabard
• Navy blue zip up jacket with the School Logo (optional, purchased from School Stores)
• Headscarf - white or navy blue
• Footwear – black, closed toe shoes with rubber soles. No heeled shoes and no trainers.
• A cap for outdoor play

Boy's Uniform:

• Navy blue trousers or shorts
• White Shirt
• Navy blue zip up jacket with the School Logo (optional, purchased from School Stores)
• Footwear – black, closed toe shoes with rubber soles. No trainers or football boots.
• A cap for outdoor play
Omani boys may wear either school uniform or National dress - grey dishdasha, kumma

P.E Kit:

Both boys and girls need to wear the following for P.E lessons.
• Coloured House t-shirt (Purchased from School Stores)
• Navy blue shorts or tracksuit trousers (Can be purchased from School Stores)
• Suitable sports trainers – correctly fitting, rubber soled. No football boots.


When it is your child’s turn to swim you will recieve a letter from their P.E teacher letting you know the dates for this and the items they need at school in order to participate.

Make-Up :

Nail varnish and make-up must not be worn.

Hair :

Hair should be kept neat and brushed well off the face. Girls’ long hair is to be tied back at all times. Boys’ hair should always be kept short, above the collar.

Jewellery :

Pupils may wear a watch to school. Girls with pierced ears may wear one pair of small stud/sleeper earrings. All other pierced jewellery is not accepted. The school is not responsible for jewellery items misplaced or lost at school. All watches and earrings must be removed before the pupils can take part in P.E lessons. Please do not allow your child to wear earrings to school on P.E days if they cannot remove their earrings themselves.
Clothing with logos or slogans are not permitted at school. Exaggerated, provocative, unusual or colored hair styles / footwear / jewellery / appearance are not considered appropriate for school and will not be accepted. Students will be sent home.

School Bags :

Children should bring their belongings to school in a suitable bag. It must be a bag that can be worn on their back and must be suitable to carry school books without damaging them. All children including Grade 1 are expected to carry their own belongings so please ensure their bags are not too heavy. When visiting the Library children must have a blue school library bag (purchased from the School Stores) in order to borrow books.

General Dress Code for Parents and Visitors :

As M.I.S is a public place, all parents and visitors are kindly asked to comply with the normal clothing conventions of Oman. Shorts above the knee, tops that do not cover shoulders and tight fitting clothing are inappropriate and may cause offence. Especially during the month of Ramadan we ask you to dress conservatively and cover up as much as possible.


-ICT consent
- Trip consent


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What are CEL’s (Common Essential Learnings)
• CELs are a set of 10 personal qualities which describe a broad range of human capacities and responsibilities that go beyond academic success, and are interwoven to help support the students’ in achieving their academic and personal goals.
• CELs imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.
Through this focus our students are striving to be:
• Knowledgeable
• Inquisitive
• Thinkers
• Adventurous
• Communicators
• Principled
• Open-Minded
• Persistent
• Compassionate
• Reflective

• Supporting and developing the unique and universal nature of human learning requires a curriculum framework which responds to both the academic and social/emotional needs of the students.
• To help every child develop all aspects of their character in order to achieve their full potential.
• To develop internationally minded people who recognise their common humanity and shared guardianship of the planet.

After-school Activities:

At M.I.S we understand the importance of extra-curricular activities. Each year a variety of different after school activities are offered to pupils in Grades 1-6. These are determined by the availability of teachers to organize a particular activity.
At the start of each term an After School Activities booklet is sent home detailing the activities that are available and the Grades that can participate. Pupils’ along with their parents are asked to fill in their requests on the form provided and return it to their class teacher.
Every effort is made to provide pupils with the activity of their choice, however some activities are very popular in which case we will operate a waiting list system. Pupils are expected to attend all sessions of their activity for the full period it is offered as holding a place but not attending may cause someone else from missing out.

Gifted and Talented:

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Student Leadership:

We believe in the personal growth and development of every student. Opportunities for student leadership provide a forum for students to work collaboratively with teachers in some areas of decision-making. Leadership roles include informal classroom based responsibilities and formal school wide roles. Formal positions include school captain, House captain andStudent council representatives in Grades 3-6.



This unit will focus on writing simple sentences, using correct punctuation and recognising word classes.


English (writing)
English (reading)
Creative Arts



  • SPEAKING and LISTENING: Oral book reviews, recreating The Twits story in dialogue and drama performances.
  • WRITING: Character Descriptions, Setting Description, Adventure Stories, Instructional Writing (revolting recipes).
  • SPELLING: Spelling intervention, Phonics screening in week 1; suffixes, Adding i sound spelt y, The u sound spelt ou, prefix –un.
  • GRAMMAR & PUNCTUATION: Conjunctions, adjectives, time connectives.
  • READING: Guided Reading, Extracts from The Twits, reading and following instructions

  • NUMBERS: Mental calculation strategies for addition, number bonds to 10, 20, 100 more and less than, adding multiples of 10 and 100, adding one digit numbers to tens and units (bridging through ten), subtracting one digit numbers to tens and units (bridging through ten).
  • MENTAL MATHS: Bonds to 20, doubles, multiples of numbers, counting in tens.

  • SCIENTIFIC ENQUIRY: Exploring questions related to teeth and diet.
  • EXPERIMENT: Eggshell investigation – which liquids do the most damage to tooth enamel.
  • LIFE PROCESSES and LIVING THINGS: Nutrition, healthy teeth, animals’ diets.

  • VISUAL ARTS: Drawing and sketching.
  • DRAMA: Twit sketches/ hot seating.
  • ICT:

  • MS OFFICE: Word; Orientation of key board – changing font size, colour, bold and italic.
  • EDUCATIONCITY: On-going – link to homework.

  • CONTENT FOCUS: Our School Community – important people, who are they?
  • CONTENT FOCUS: Orienting our school – people and place. Orienting our school – maps and plans.
  • PSHE:

  • CONTENT FOCUS: Relationships (SEAL).
  • CONTENT FOCUS: Target setting.
  • Field Trip:

  • PLACE: Qurm Park/Mutrah Park
  • ACTIVITY: Healthy picnic.

    At MIS, students in Grade 3 engage in a variety of creative arts activities, including visual arts, drama and music. Like all subjects in the Primary section, creative arts is integrated within the Grade 3 Units of Study and allows students to explore and use their creative side to enhance their learning. In Grade 3, students will continue to develop their technique including their control and use of materials with creativity and experimentation. They will expand on the variety of art pieces they learn to create using a larger range of materials, and improving their mastery of art and design techniques including drawing, painting, and sculpting. Students will begin to explore the idea of keeping a sketch book as a record of their observations and as a place to plan out ideas. Students will also use other art forms such as drama and music to continue to develop and share their ideas, experiences and imagination. Students will explore, on a more technical level, the concepts and techniques of colour, patterns, textures, line, shape, form, space, movement, and sound. In Grade 3, students will continue to explore a range of work from a variety of artists, describing the differences and similarities between different practices and disciplines, and making links to their own work. Students will also continue to expand their vocabulary specific to the creative arts in order to deepen their ability to express their ideas and develop a better understanding of art as a personal expression of ideas.


    The English curriculum encompasses three broad areas of study – reading, writing and speaking and listening – and all areas are embedded within the wider curriculum. Students in Grade 3 will work on developing their reading so that they are able to read books written at an age appropriate interest level. They will develop their reading accuracy and speed so that they can focus on understanding what they have read and limit the amount of decoding of individual words. Students will use their decoding skills to figure out most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. Teaching and learning in reading is directed more towards developing the students’ vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. They will develop their understanding and enjoyment of stories, poetry, plays and non-fiction, and learn to read silently. The students will also be developing their knowledge and skills in reading non-fiction across a wide range of subjects and begin to justify their views, with support, regarding what they have read. In writing, students will continue to build on what they have learnt, particularly in terms of the range of their writing and the more varied grammar, vocabulary and narrative structures from which they can draw to express their ideas. Students will work on developing their ability to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. They will also work on consolidating their writing skills; enhancing the effectiveness of what they write as well as increasing their competence in vocabulary use, understanding of sentence structure and knowledge of linguistic terminology. Students will begin to explore the idea of how writing can be different from speech. Spelling in Grade 3 should now be correct, including common words, common exception words and other words that they have learnt. Students spell words as accurately as possible using their phonic knowledge and other knowledge of spelling, such as morphology and etymology. Joined handwriting is taught and students will start to use joined handwriting as the norm and be able to use it fast enough to keep pace with what they want to say. When it comes to speaking and listening, students begin to demonstrate an understanding of figurative language, are able to distinguish shades of meaning among related words and use age-appropriate, academic vocabulary. Students will also have opportunities to discuss what they are learning and to develop their wider skills in spoken language. In Grade 3, students will become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.


    In Grade 3 ICT, students begin to learn different aspects of designing, writing and debugging programs that accomplish specific goals, including controlling or simulating physical systems and solve problems by decomposing them into smaller parts. Students explore how to use sequence, selection, and repetition in programs; work with variables and various forms of input and output in order to create short programming sequences. They also begin to use logical reasoning to explain how simple algorithms work and detect errors in algorithms and programs. In the area of networking, students in Grade 3 begin to understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration. As part of the wider curriculum, students will develop their ability to use search technologies effectively. Also in support of the curriculum in general, students will learn to select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals. Our students’ safety is of paramount importance, therefore, we ensure that all of our students learn how to access and use the digital world safely and with respect. Students learn how to keep personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.


    In Grade 3, our students continue to apply and develop a broader range of skills, learning how to use them in different ways and link them to make actions and sequences of movement. Students enjoy communicating, collaborating and competing with each other in a variety of engaging activities. The students also work to develop an understanding of how to improve in different physical activities and sports and learn how to evaluated and recognise their own success. Specifically, students are taught to use running, jumping, throwing and catching in isolation and in combination and are able to use these skills to play a range of competitive games, and apply basic principles suitable to attacking and defending. Through the physical education programme, students also develop flexibility, strength, technique, control and balance through athletics and gymnastics. Swimming is also part of the physical education curriculum in Grade 3, and students are taught to confidently enter the water, perform a range of strokes effectively and perform a safe self-rescue in different water-based situations. To foster a healthy, active lifestyle, students also have a chance to take part in outdoor and adventurous activity challenges both individually and within a team.


    The principal focus of science teaching in Grade 3 is to enable students to broaden their scientific view of the world around them. Students do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. Students are guided through the process of asking their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. Students in Grade 3 also have an opportunity to draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out. Most of the learning about science in Grade 3 is done through the use of first-hand practical experiences; however, there is a strong use of secondary sources, such as books, photographs and videos to help support the learning and understanding of science. Students are taught to ‘work scientifically’ in all aspects of the subject.

    GRADE 3 Islamic:

    GRADE 3 Arabic:

    GRADE 3 Social Studies:


    The principal focus of mathematics teaching in Grade 3 at MIS is to ensure that students become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This ensures students develop efficient written and mental methods and perform calculations accurately with increasingly larger whole numbers. At this grade level, students should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Students also learn to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. In Grade 3 mathematics we ensure that students can use measuring instruments with accuracy and make connections between measure and number. By the end of year 3, students should have memorised their multiplication tables up to and including the 10 multiplication table and show precision and fluency in their work. Students will also learn to read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge at Grade 3.