Grade 5 is a pivotal year at MIS as students are urged and encouraged into being independent, creative and enquiry based learners. Students are expected to think for themselves and use initiative, working in small groups, as a class and as a year group. We have a focus on practical skills and learning for life, giving all children the opportunity to develop as a whole person, gaining in confidence and self-esteem.
Our first topic, ‘Knowing me, Knowing you’, kicks things off with lots of ice-breaking activities and confidence building tasks. We then delve into the mysteries of Unit 2, with an unusual book called ‘Tuesday’, involving police reports, journalism and flying frogs! This topic is hugely successful and students experience many different learning platforms in a creative style, including using tablets to make movies. To round off this topic we visited Qur’um Park as part of our cross-curricular approach. This emphasis on thematic learning allows for school trips every unit, including a residential trip for Unit 4, promoting survival skills and team work.
Munch, Crunch, what’s for lunch, allows us to eat breakfast together at the Sultan Centre in Qur’um, host a bake sale and hold an open classroom outside! All children are highly involved in this topic and it’s great for our work on CELs (Common Essential Learning’s) to work as team and a community collectively. This focus on diet and food lends itself ideally to incorporate practical food preparation and cooking, into the classroom, giving students the opportunity to develop their culinary skills and appreciation of good food; another thread that we promote and develop throughout the academic year.
A new initiative in Grade 5 this term has been to celebrate our handwriting and to take pride in our work. We issue Pen Licenses in our monthly grade assembly as part of celebrating success. Students can wear their badge with pride and have the opportunity to write in pen, should they wish to.
Whole grade use of the Seesaw app, allows us all to view just how busy our children are each day and be directly involved with the diverse education program that we offer. Parental involvement is vital in grade 5 and using technology to keep in touch promotes our 21 st Century approach to teaching and learning. Your support is much appreciated and we look forward to working with you and your child.

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.



An exciting unit focused on keeping healthy and healthy living.Instructions and persuasive language will be developed to help students persuade others to take up a healthier lifestyle.Students will also learn about what goes into our food and will be extracting data from ingredients; with a particular focu on sugar intake and fruit and vegetable consumption.


English (writing)
English (reading)
Creative Arts



  • SPEAKING and LISTENING: Explaining instructions. Debating and arguing a point. Making something in class using and following instructions.
  • WRITING: Writing instructions.Using persuasive language in a poster and letter.
  • SPELLING:Spelling journal/Keywords.
  • GRAMMAR & PUNCTUATION:Connectives and imperative verbs.
  • READING: Reading and following instructions.

  • NUMBERS: Measurement using decimals.Division using the bus-stop method.Addition and subtraction (2, 3 & 4 digit numbers, including decimals).
  • MENTAL MATHS: Weekly practise and multiples.
  • SHAPES, SPACE and MEASURES:Nets.Measurement using decimals.

  • HANDLING DATA:Bar graphs and Venn diagrams.

  • SCIENTIFIC ENQUIRY:Looking at client examples and extracting data from a food survey.Tracking what we eat.
  • LIFE PROCESSES and LIVING THINGS: Healthy eating and healthy lifestyle. How animals are grouped. Physical fitness & health. Circulatory system.

  • VISUAL ARTS: Creating still life and fruit faces using a variety of mediums.
  • iPADS(iTC):

  • PROJECT: Research food groups using the Argus app.
  • ICT:

  • PROGRAMS: Sketch-up a 2D & 3D modelling program.
  • PSHE:

  • CONTENT FOCUS: World religions.
  • CONTENT FOCUS: Citizenship.

  • PROJECT/ACTIVITY: Healthy Bake Sale for all of Primary Section.

  • ACTIVITY/PRESENTATION: How fit and healthy are we? A series of activities held on the greenfield to measure pulse rate.
  • Field Trip:

  • PLACE: Sultan Centre.
  • ACTIVITY: Data searching on the shop floor – price and ingredients checks – and eating a healthy breakfast together.

    At MIS, students in Grade 5 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 5 Units of Study and allows students to explore and use their creative side to enhance their learning. In Grade 5, 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 continue to explore the idea of keeping a sketch book as a record of their observations and as a place to plan out, review and revisit 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 5, 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 5 will work on developing their reading so they are able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity. Students will prepare readings, with appropriate intonation to show their understanding, and will begin to summarise and present a familiar story in their own words. They will be expected to read widely and frequently, outside as well as in school, for pleasure and information. They will work on reading silently, with good understanding, inferring the meanings of unfamiliar words, and then discuss what they have read. In the area of writing, students will work on writing down their ideas quickly with broadly accurate grammar and punctuation. Students will continue to expand their spelling vocabulary and be able to spell most words taught so far accurately, including words that they have not yet been taught by using what they have learnt about how spelling works in English. Students will also work on consciously controlling the structure of the sentences in their writing and understand why sentences are constructed as they are. During Grade 5, the emphasis will continue to be on promoting the students’ enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Students’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension. This will in turn will help support and enhance the effectiveness of their writing as well as their overall competence within the English language medium. Students in Grade 5 will also have numerous opportunities to develop their wider skills in spoken language; building confidence, enjoyment and mastery of language through public speaking, performance and debate. They will work on increasing their understanding of the audience for, and purpose of, their writing and speaking by selecting appropriate vocabulary and grammar. Students will develop a deeper understanding of the nuances in vocabulary choice including age-appropriate, academic vocabulary and vocabulary used for effect.


    In Grade 5 ICT, students continue 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 expand their understanding and use of sequence, selection, and repetition in programs; work with variables and various forms of input and output in order to create longer programming sequences. They also continue to use logical reasoning to explain how algorithms work and detect more complicated errors in algorithms and programs. In the area of networking, students in Grade 5 will explore to a greater depth 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 continue to develop their ability to use search technologies effectively. Also in support of the curriculum in general, students will continue to use and combine a greater 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 5, 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 5, 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 5 is to enable students to develop a deeper understanding of a wide range of scientific ideas. Students achieve this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. In Grade 5, students encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. Students also begin to recognise that scientific ideas change and develop over time. Students are supported in developing the ability to select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Students begin to draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. A portion of the learning about science in Grade 5 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 5 Islamic:

    GRADE 5 Arabic Native:

    GRADE 5 Arabic Begineer:

    In Grade 5, the students of Arabic second language learn about many things related to their daily lives. Every month there will be a different unit which discusses a different topic. The topics are weather, food, traveling, shopping and so many other various topics.
    Reading, writing, speaking as well as grammar varies and are also related to each and every unit. The Omani curriculum is used for reading. The students will be given Arabic books of the Omani curriculum.
    For the students who are learning Arabic for the first time, there is a different plan and books for them. And the teacher will work with them differently according to their level.

    GRADE 5 Social Studies:


    The principal focus of mathematics teaching at MIS in Grade 5 is to ensure that students extend their understanding of the number system and place value to include larger integers. This will develop the connections that students make between multiplication and division with fractions, decimals, percentages and ratio. At this grade level, students will develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. Students will also increase their knowledge and understanding in geometry and measures in order to help consolidate and extend knowledge developed in number. Learning in Grade 5 will also ensure that students classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of Grade 5, students will be fluent in written methods for all four operations, including long multiplication and division, and begin to become proficient in working with fractions, decimals and percentages. Students will also be able to read, spell and pronounce level related mathematical vocabulary correctly.