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Our Creative Curriculum
The learning objectives within The Creative Curriculum are designed to build the skills, knowledge and dispositions children need for their future learning and school success. Our goal is to give children a strong, well-rounded foundation while making the transition to any curriculum school in Dubai as smooth and confident as possible.
The Creative Curriculum
The Creative Curriculum is a research-based early childhood framework used widely in the United States and internationally. Its unit of planning is the study — an investigation lasting about six weeks of something children can touch, test and revisit: buildings, water, wheels, trees, light and shadow, or the market.
During a study the room changes around the question. A study of buildings brings in real bricks, blueprints, cardboard tubes, photographs of local towers, and a visit from a parent who is an architect. Children who can already count will measure; children who are still exploring will stack and knock down. Both are working on the same question at their own level.
For practitioners, the curriculum supplies objectives for development and learning, observation prompts, and a structure for preparing the environment. For children, it looks exactly like play — which is the point.
Arabic language exposure and Islamic and Emirati cultural awareness are built into the week for all children, in line with UAE early years guidance, and are taught by our Arabic specialist rather than added on as an extra.
We plan for ten areas of learning. The cards below show how learning comes into the day.
Listening, attention, understanding and speaking. We narrate, we wait, and we ask questions with more than one right answer. Children with English as an additional language — the majority at Mosaic — are supported with visual cues, songs and consistent phrasing.
Gross-motor work in the Playroom and huge indoor gym; fine-motor work with tweezers, drawing and collage. Self-care — pouring, buttoning, hand-washing, toileting — is treated as curriculum, not as an interruption to it.
Naming feelings, waiting a turn, resolving a dispute over a coveted digger. We use positive guidance rather than sanctions: an adult stays close, describes what happened, and helps both children find the words. This is the area parents notice changing first.
Daily stories, rhymes and songs; mark-making everywhere; name recognition; and in the final year an introduction to phonics through sound games rather than worksheets. Books are on open, front-facing shelves in every room.
Number, pattern, shape, measure and space through real problems — how many plates, whose tower is taller, will this fit. Loose parts and block play do more mathematical work at this age than any printed resource.
People, places, the natural world and technology. Dubai's own seasons and festivals all become material. Cultural celebrations across our families are marked through the year.
Open-ended art with real materials and no adult-made models to copy; clay, paint, collage, construction; music and movement; and a great deal of pretend play, which is where three-year-olds do their most complex thinking.
Alongside the ten areas we record how your child learns: playing and exploring, active learning, and creating and thinking critically. This is often the most useful part of a report for a receiving school.
Arabic language sessions twice weekly for all children from age two, plus Islamic and Emirati cultural awareness woven into the calendar in line with UAE guidance for early years settings.
How a study runs
A study is not a theme with matching bunting. It is a question the children can investigate for six weeks, and it ends when their interest does rather than when the calendar says so.
The room is set up to provoke the question, and practitioners record what children already know, notice and wonder. Parents receive a letter asking what your child talks about at home.
Materials, books, visits and visitors arrive as the questions sharpen. Children test ideas, argue about them, and represent what they find in drawings, models, photographs and words.
Small adult-led groups take the parts of the question that need teaching — a measuring skill, a vocabulary set or a creative technique — and hand them straight back into the play.
The children decide how to show what they learned: a wall, a model, a book, an event for parents. Practitioners write up the study and what individual children did inside it.
Studies run in Early Learners, Preschool and Pre-KG. Toddlers follow the same principle at a shorter cycle, built around interests rather than a written question.
At each age
The curriculum is the same in every room; what changes is what the adults are watching for. Full detail for each programme, including ratios and session options, is on the programmes page.
Observation & assessment
Each child has a digital learning journal maintained by their key person on the parent app. It holds photographs, short written observations, samples of work, and the practitioner's interpretation of what the child was actually doing — which is the part that matters. You can see it at any time, add your own observations from home, and comment on anything.
Transition to school
Applications to Dubai primary schools typically open a year before entry, and most of our families are applying in the autumn term for the following September. We help in three ways: we write an honest transition report for the receiving school on request, we prepare your child for assessment mornings without rehearsing them, and we host an information evening in October on choosing and applying to schools in Dubai.
School readiness at Mosaic does not mean early formal work. It means a child who can separate from a parent calmly, ask an unfamiliar adult for help, sit in a group, manage their own belongings, hold a pencil comfortably, hear the first sound in a word and — above all — believe that school is a place where they will be fine.
Inclusion
A significant proportion of children in Dubai nurseries are growing up with two or three languages at home, and it is normal for expressive English to lag behind comprehension in the early years. Our practitioners are trained to tell the difference between multilingual development and a delay that needs support — and to raise it with you early rather than waiting.
Where a child needs more, our inclusion lead writes an individual education plan with you, sets short review cycles, and coordinates with external therapists. Visiting speech and language and occupational therapists may work with a child inside the nursery day, in a quiet space away from the room, with our practitioners observing so that strategies carry over into the classroom.
Places for the 2026–27 year
The best way to choose a nursery is to stand in the room while it is being used. Tours run on weekday mornings, take about forty minutes, and always finish with time for your questions — no sales pitch, no obligation.
Or call +971 4 425 6670 · we answer between 8:00 AM and 6:00 PM, Monday to Friday.
Visit us
Tours run on weekday mornings between 9:30 and 11:00, while the rooms are in full flow — so you see a real day, not a staged one. Leave three details and we will confirm by WhatsApp within one business day.
Send the WhatsApp message that just opened and our admissions lead will reply within one business day with two or three slot options. If WhatsApp did not open, call us on +971 4 425 6670.