Applying “backward planning” to design your child’s learning journey

If Grade 12 is seen as the “finish line”, the key question parents should ask is: What do my children need by that point, not only to gain admission to their desired universities, but also to be fully prepared for the future?

At a recent online seminar hosted by the Vietnam Australia International School (VAS), education experts highlighted the importance of a “backward planning” mindset. This approach starts with the end goal and works backwards to design a suitable learning pathway from the very beginning.

“End goal” goes beyond university admission

According to Ms. Do Thi Minh Chau, director of School Services and Admissions at VAS, the end goal is not simply graduating from Grade 12 or securing a place at university. It is about equipping students with the competencies, qualifications, and a well-rounded profile needed to enter the right university and pursue a field that truly suits them.

Each higher education system has its own admissions preferences. Universities in the U.S. and Canada tend to adopt a holistic approach, where academic performance accounts for roughly 40-50%, while extracurricular activities, leadership skills, and personal essays play a significant role. In contrast, institutions in the UK and Australia place stronger emphasis on academic excellence, often demonstrated through internationally recognized qualifications such as Cambridge IGCSE and A Level.

In Vietnam, whether applying to international universities or top public institutions, a strong academic foundation remains essential, combined with 21st-century skills, particularly digital literacy, self-directed learning, and adaptability. These are critical for success in today’s highly competitive university environments.

Therefore, depending on the country your children aim for, their academic and personal profile should be carefully and strategically developed from an early stage. It cannot be effectively built through last-minute efforts in the final years of high school.

Ms. Do Thi Minh Chau – Chief of Central School Services and Admissions at Vietnam Australia International School (VAS), provides consultation during the VAS Livestream

At VAS, this profile-building journey begins as early as Grade 8 through the University and Career Counseling (UCCC) programme. Students receive personalized guidance through Grade 12, helping them identify suitable goals, develop clear plans, and build the foundation needed to achieve them step by step.

Ms. Kelcie Jean Lamont – School Director and Head of Cambridge Kindergatern & Primary programme at VAS Riverside Campus, emphasized: “Success in Grade 12 is never accidental. It is the result of a journey that began many years earlier. When we see a student on stage receiving a full scholarship or achieving straight A grades in A Level, we are not just witnessing one year of effort. It is the outcome of a strong foundation built consistently throughout their Primary and Secondary years.”

“I strongly believe that choosing the right learning pathway early on is one of the most important decisions parents can make for their children,” Ms. Kelcie Jean Lamont – School Director and Head of Cambridge Kindergatern & Primary programme at VAS Riverside Campus.

What should students be equipped with at each stage?

VAS experts affirm that to succeed in a global environment, students need more than academic knowledge. They must be equipped with essential future-ready skills, including digital literacy and AI thinking, 21st-century competencies such as communication, critical thinking, and independent learning, and most importantly, the ability to adapt and maintain personal balance in a constantly changing world.

These are the core competencies that VAS students develop throughout their 15-year journey, from Kindergarten to Grade 12.

According to Ms. Nguyen Thu Ha, principal of the VAS system, the school currently offers three bilingual Cambridge pathways leading to globally recognized qualifications: Cambridge Academic Programme International (CAPI), Cambridge Academic Programme (CAP), and Cambridge English Programme (CEP). These pathways are complemented by a comprehensive educational framework that includes core values, student well-being, extracurricular activities, and the UCCC programme, etc.

As a result, regardless of each student’s aspirations and destination, they can find a suitable pathway at VAS with optimal support.

Ms. Nguyen Thu Ha, principal of Vietnam Australia International School (VAS), shares about the three Cambridge international learning pathways at VAS.

The 15-year journey at VAS is thoughtfully designed across key stages:

• Early Year – Planting the seeds: Children are introduced to the Cambridge Early Years programme, fostering holistic development, confidence, communication skills, and a love for learning.
• Primary – Building academic foundations and thinking skills: Students develop academic English, logical thinking, and independent learning skills. They use English to study Cambridge subjects and complete the Cambridge Primary Checkpoint.
• Lower Secondary (Grades 6–8) – Personal orientation: Students explore their strengths and interests while developing essential skills such as critical thinking, research, presentation, and project management. They also complete the Cambridge Lower Secondary Checkpoint.
• Upper Secondary (Grades 9–12) – Acceleration: Students define clear goals and implement detailed plans to achieve them. Cambridge IGCSE and A Level qualifications serve as strong credentials for entry into leading universities worldwide and direct admission to many top universities in Vietnam. These qualifications also enhance scholarship opportunities and may allow students to shorten their university studies through credit exemptions at international institutions.

Together, these elements not only support university admission but also serve as a strong foundation for long-term success and sustainable development.