Starting from the 2025–2026 academic year, all private schools in the UAE will be required to offer 200 minutes of Arabic classes per week at the kindergarten level.

In response, schools across the country are revamping their early years curriculum to make Arabic learning engaging, age-appropriate, and deeply integrated into daily routines.

According to the Education Department, Islamic Studies will also be taught to all Muslim kindergarten students for 90 minutes per week, the Ministry of Education recently announced. This may take the form of three 30-minute lessons or two 45-minute lessons per week. 

Deepika Thapar, Principal of Credence High School, said, “Given KG students’ developmental needs, our Arabic programme will emphasise play-based, multi-sensory learning through storytelling with interactive props, puppet shows, and music-based vocabulary activities. We are planning to implement a visual-heavy approach using picture cards, digital games, and hands-on activities that connect Arabic words with familiar concepts. Weekly parent-child phrase cards will bridge school and home learning.

Deepika Thapar Singh

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“Our support framework includes comprehensive teacher training in early childhood Arabic instruction, ongoing coaching from Arabic language specialists, and extensive resource libraries with age-appropriate materials.”

Schools are also planning to launch parent engagement programmes featuring family workshops and take-home activities.

“Quality assurance will be maintained through regular classroom observations, progress assessments, and feedback collection. Additionally, we’re creating peer learning opportunities through buddy reading programmes with older Arabic-speaking students,” added Singh.

Classes must also incorporate concepts of family, UAE geography, UAE environment, social values, and wider social studies into the kindergarten curriculum.

Anita Singh, Principal of Global Indian International School (GIIS), Dubai, reiterated that the approach will continue to prioritise engagement, interactivity, multi-sensory experiences, and play-based learning, acknowledging young children’s short attention spans and innate curiosity.

Anita Singh

Anjum Ali, Headmistress GIIS, added, “We’re currently revising our KG timetable taking into consideration the short attention spans of early learners; we intend to break down the 40 minutes into four sessions of 10 minutes across subjects. For age-appropriate, engaging Arabic teaching, we’ll use songs, storytelling, puppetry, sensory play, and interactive games—creating a language-rich environment that aligns with KHDA’s vision.

Non-Arabic speakers will benefit from visual aids, dual-language prompts, and scaffolded interaction, encouraging natural language acquisition through meaningful play.”

KG Arabic instructors

KG Arabic instructors will undergo KHDA-endorsed professional development focusing on early childhood and dual-track techniques.

Dr S Reshma, Principal-Director of Regent Gulf Indian High School Dubai, said, “Several interim measures are being adopted. Timetable restructuring will be done by shortening or merging non-core sessions (e.g., PE, Music) to create dedicated time blocks. Rotational delivery model, ensuring all KG sections receive Arabic instruction daily through staggered scheduling. Split sessions will be organised, offering Arabic in shorter, age-appropriate segments (e.g., two 20-minute intervals). Embedded Arabic activities will be integrated into daily classroom routines (e.g., greetings, transitions, story time).”

Dr S Reshma

She explained that targeted training is being provided to KG and Arabic educators on early years language pedagogy. “Co-teaching models and bilingual resources support consistent reinforcement. Parent engagement tools are being shared to encourage language exposure at home. Ongoing monitoring and feedback will guide refinements throughout the term,” added the principal.