There are two children, boys of 9 and 8. They are polite, considerate, warm, easy–going, friendly and respectful children who make for lovely company. The boys are endearing, engaging, and welcoming, and will be a delight for an able educator to have as students. They come from a close and loving family where learning, having fun, and good manners are important family values. The two boys both have a certain inquisitiveness that lends itself to project based learning and they frequently ask intelligent and searching questions about the world in which they find themselves. These questions are not glib, but originate from a genuine interest born from exposure to the latest technologies, extensive travel, and their parents’ own erudition and global outlook.

The older of the two boys has a wide variety of interests that include coding his own games, Lego, science and technology in general. These interests necessarily incorporate reading, writing and mathematics, as well as model-making skills of both the physical and electronic type. He also enjoys most sports, although he is more interested in participation than competition. His favourite teachers are not didactic in nature, but rather they nurture through genuine interest and knowledge in a subject. He relates best to educators who expose him to the existence of something interesting and then give him the space and scaffolding needed to explore and discover the subject whilst remaining available for help and guidance when requested. By contrast, he relates least well to educators who are variable in disposition and he especially dislikes it when his teachers are unpleasant or unkind. Although he recognises the benefit to him of having to earn back a teacher’s respect if this is ever needed, such is his desire to please his teachers that simple disappointment shown by a Tutor is likely to be enough to get him to reapply himself and work more diligently. There is really no need for any pressure to get the best from the boy.

His skills with technology are not limited to playing others’ games. He has recently coded his own game, an achievement of which he is rightly proud. The evolution of this game is clearly evident when looking at the previous versions he created – as is the collaborative nature of each evolution. He has borrowed and adapted ideas and suggestions from his peers to improve on each new iteration of the game and still has lots of good ideas for how it can be developed further.

The boys get on very well and can play happily together for hours. The younger boy looks up to his older brother, and although nearly two years younger, he is clearly on a similar trajectory to his brother. He enjoys playing chess, and although he needs a little work to help him plan ahead in his games, he has a full understanding of the rules for moving each piece and the value that piece plays during the game. While not a serious contender during long games, in speed chess his ability is comparable to that of his father. He is more competitive than his brother but does not need to win to derive pleasure from the game or sport – information learned from participation is sufficient reward at the moment.

Like his older brother, he is also tech-savvy. The boys have a 3D printer at home (and plan to bring one on their travels), and enjoy using the software to create fun and interesting objects. They are not quite at the CAD or 3D- scanning and design stage, but they are fast learners and it is only a matter of time before they take their skills to the next level. Likewise, the move from Lego to Fischertechnik is imminent so that they can build working models that more accurately represent the world around them.

Although a large part of their life and interests, the boys enjoy a variety of activities away from computing. They are active and adventurous – they enjoy hiking, snorkeling, and exploring together. Both boys are keen competitive swimmers. They are generally knowledgeable and curious about the world around them and retain and apply the information they have learned. The boys play the ukulele, enjoy popular music, and love to sing along.

The two brothers get on very well and clearly have a great deal of respect for one another. Both boys adapt to change easily and relate well to the company of people of all ages. They are curious and hard-working, keen to learn, and fun to be around. A capable teacher will be able to turn many of their questions into a curriculum that will engage, encourage and excite both the boys.

The boys are both performing well in their current school, but the family is keen to fully embrace their voyage and the education opportunities that it brings. When they return from their travels, the family is not necessarily intent on either reintegrating the boys into US high schools, nor aiming for a particular college level education. However, the family is keen to ensure that the boys receive a very good, rounded education that is led by their own enquiries, which they will then be able to utilise when their future plans are made and the required steps taken to gain entry to whichever establishment they decide.

This role calls for an extraordinary Tutor to work with the boys to ensure a rounded education is delivered without the rigid constriction of following any kind of formal curriculum and set against the backdrop of high quality PBL. As well as possessing the necessary subject knowledge and organizational skills, the Tutor must be adventurous, with a warm, caring, and sunny disposition. He or she must be able to create an environment that leaves open the broadest spectrum of academic pathways and freedoms of choice for the students who should be encouraged to ask lots of questions, developing the skills of explorers who know what the right line of questioning is.

The boys’ parents would like their schooling to be driven as much by the boys as by the Tutor. Although it may seem that this role gives the Tutor carte blanche to experiment with non-curricular based learning, it is important to remember that brothers must still receive a good, transferable education. With the right Tutor in place, the boys should have their curiosity piqued; they should develop an insatiable appetite for learning; they should want to engage increasingly with the world around them.

The Tutor will be responsible for structuring the school day (usually Mondays to Fridays), being sure to take advantage of the changing scenery. When in ports, the Tutor should be prepared to use resources in the local area to highlight interesting aspects of the world around them – for example, visiting a local volcano could form the basis of geology, science or history lessons, and exploring a new city could encourage the study of local architecture, engineering or urban planning. In addition, where opportunities arise, the Tutor will encourage social interaction with yacht kids or local school children.

This is primarily a project-based, enquiry-based learning experience for the boys, and as such the Tutor must be able to create situations where the children will ask questions. These will spawn investigations, managed by the teacher in a blended learning model similar to that used by High Tech High in San Diego or by The Nueva School in Hillsborough. Additionally, resources such as the Khan Academy will provide the opportunity for specific skillset development. The Tech savvy Tutor is encouraged to use innovative curriculum tools to help create a fun and effective learning program.

Ultimately, the parents want both children to develop into well-adjusted, happy individuals who have had a good, solid education and the time to follow their own interests. One of the key measures of the successfulness of a PBL is that students are able to respond to questions with patient and intelligent answers.

The Tutor must be an exceptional record keeper as well as an exceptional educator. Although the children will not be following a formal curriculum, the Tutor must keep detailed records of the material that has been covered and to what level. This record keeping will provide essential evidence of the children’s abilities should they return to mainstream education, and will show where gaps may exist that might need to be addressed prior to such a move. Any bridging requirements can be sorted out after the voyage, including preparation for standardised tests that may be required. The ‘standard pathway’ for education should not drive the Tutor’s work, but it may help if they are mindful about likely future bridging requirements and set solid academic foundations accordingly. Their records will also help the Tutor to manage the development and continuity of the boys’ learning.

While teaching will take place within a clear and formal timetable of lessons, the Tutor should be prepared for a high degree of flexibility to accommodate changes to the schedule, and frequent travel. The Client envisions roughly 3-4 hours per day of schooling with about 3-4 hours of varying activities. Given that the majority of the tutoring will take place on the yacht, it is essential that the Tutor is comfortable teaching in an environment that is in constant flux. The family value their comfort and while the journey is just as important as the destination, they may choose to fly to new locations with the Tutor while the yacht catches up with them a few weeks later. Alternatively, the Tutor may be asked to stay with the ship and help the crew travel across oceans.

Regardless of the overall travel plan, the Tutor should be aware that while on board the yacht, 1 hour of each working day will be ‘Crew Time’ where he or she will be at the Captain’s disposal and will work as a member of the crew. This Crew Time could follow the Tutor’s interests. If he or she enjoys cooking, then it could involve working with the chef; if they are keen on mechanics, a suitable area of engineering could be found for them. They will also be expected to help with general sailing tasks such as docking and keeping the deck safe and tidy. Indeed, safety is key in a role like this, and while unnecessary risks will not be taken, the Tutor must be able to follow the Captain’s orders and act calmly and professionally in any difficult or emergency situations, and it is essential that they follow such instructions to the letter.

In addition to Crew Time, the family understand that not all Tutors will have experience of sailing, and are keen to introduce the right Tutor to life at sea early on. To this end, they have suggested that the period prior to the start of their voyage be spent on a sail training exercise – perhaps a leg on a long distance cruise or a period spent with the Sail Training Association or similar. The Client is happy to fund this for the right Tutor.

Clearly this is a role that is dramatically different to standard classroom teaching and as such is unlikely to suit a traditional prep school teacher. Rather, this role calls for a truly extraordinary Tutor whose warm, upbeat personality shines through even in stormy seas. This role needs a Tutor who can encourage curiosity in their students, who can act as an excellent role model and friend, and whose infectious enthusiasm for a wide range of subjects inspires everyone on board. In addition, the Tutor must work well both as an individual and as part of the crew; he or she must be prepared to help out wherever and whenever needed, and must have a positive, can-do, problem-solving attitude.

The successful candidate will be able to offer more than the minimum requirements of this position and must have been raised in a socially appropriate background. He or she will not only be an excellent educator, but also a good role model: educated and polished, with excellent manners and personal values. The Tutor must be comfortable with life on a yacht. While this is not a small boat, it will not suit someone who suffers from seasickness or who will be uncomfortable living in relatively close confines. It will also require someone who is easy-going and able to make friends, while appreciating that as Tutor their position is not quite like the rest of the crew. The Tutor will need to have the sensitivity to appreciate the subtlety of his or her role; able to develop a good rapport with the crew while not overstepping the mark with the Client.

The Tutor must be fit and healthy, a good swimmer, and a non-smoker.

The Tutor is entitled to two consecutive days off per week, but should not expect these to occur at weekends or to be regular in their timing. As far as possible the Client will try to give the Tutor at least two week’s notice of when their ‘weekend’ break will be, but the Tutor also must understand this will not always be possible.

The Tutor will have his or her own cabin in the crew section of the yacht. There will be a dedicated classroom that will be mostly furnished before embarkation, but it is expected that the Tutor will take an active role in finishing off the classroom and making sure they are fully resourced before sailing.

When not on board the yacht, the family will provide the Tutor with their own accommodation, usually in a hotel room. There may also be occasions where they will be given a private room in a rented house and this might be shared with other crew or with the family.

The family is searching for a yacht in the 100-130’ range, with ample separate crew and guest cabins. They hope to take ownership of the yacht by March 2016, when they will do some upgrade work and install the classroom. The crew will likely total 5-6, including the Tutor.

In June 2016, it is likely that the family will travel around the Mediterranean on board the yacht. For the month of October, the family plan to rent property in Palma where they will ensure the Tutor has access to a suitably equipped classroom. In November, they plan to cross the Atlantic to the Caribbean.

While the Tutor is contracted only for one year (plus any training time) it is likely that this voyage will continue for between 2 and 4 years, with the option to renew the Tutor’s contract on an annual basis.