The student, born in 2017, is an academically advanced, deeply curious, and highly self-directed learner. Since 2023 he has been educated through a bespoke programme covering both US (Massachusetts) and UK curricular requirements. He thrives in one-to-one settings and responds strongly to intellectual challenge when he perceives genuine depth and purpose in the material.

Mathematically, the student is operating well beyond his chronological age. As of early 2026, he is completing Introduction to Algebra A and Introduction to Number Theory through Art of Problem Solving. He attends a weekly mathematics circle in London and actively engages with in-person and online mathematics communities. He has independently taught himself LaTeX and Asymptote in order to communicate his mathematical thinking more precisely and has shown sustained interest in the history of mathematics, famous problems, and notable mathematicians. He has set himself the personal goal of learning calculus by the age of ten. His father, who has a strong mathematical background, remains closely interested in curriculum design and development.

The student is fluent in Mandarin, having spent several hours per day with native speakers since infancy. He is currently completing Level 4 in MeiZhou Chinese and Book 3 in Jinan University Zhongwen, and his reading and writing of Chinese characters continue to develop steadily. Language learning forms an important part of the family’s educational vision, and Mandarin remains a central element of the student’s daily studies. The family is also keen for him to broaden his linguistic exposure by beginning a third language, such as Japanese, Italian, Spanish, or French, as part of his ongoing education.

In English, the student performs at average to slightly above average level in verbal reasoning and written expression. He enjoys comics, manga, and books with humour or themes of perseverance and growing up, but has limited interest in fantasy or magic-based narratives. His parents would like to cultivate a genuine love of reading and writing beyond graphic formats, and prefer a less mechanical, rule-heavy approach to grammar and composition. They are keen for his tutor to help him discover fiction and non-fiction that align with his intellectual interests while strengthening his writing voice.

The student has not particularly enjoyed IXL-based science instruction, but frequently expresses interest in more quantitative science, especially physics. It is anticipated that science presented through mathematical structure and problem-solving will engage him more deeply than descriptive approaches.

Outside the core curriculum, the student has wide-ranging interests. He enjoys building with Lego and in Minecraft, programming in Scratch, Javascript and Python, and exploring graphic design and manga creation. He has been taking chess lessons once or twice weekly and enjoys learning about openings and famous matches, though he does not relish competitive play. He climbs, swims, bikes, and has expressed interest in running. He prefers individual physical pursuits to team sports. Musically, he has studied guitar, piano, and drums at different points and enjoys composition and singing, though his enthusiasm fluctuates. He is fascinated by geography and public transportation systems and enjoys debate and discussion on topics such as vegetarianism, artificial intelligence, and ethics.

Emotionally, the student is self-directed, creative, playful, and generous. He is generally steady and recovers quickly from disappointment. When deeply interested in a topic, he pursues it with impressive focus. However, he tends to avoid tasks that feel difficult, can become frustrated by confusion, and sometimes resists feedback or direction. Developing perseverance, comfort with challenge, and appreciation for disciplined practice are central priorities for the family. He can be shy with adults, avoiding eye contact and relying on his parents to answer for him. In online student forums for his maths coursework, he has occasionally demonstrated over-exuberance and insufficient social awareness. The family places significant emphasis on psychological safety, emotional maturity, and the development of social confidence and self-regulation.

The student is an only child and travels extensively with his parents. He maintains close relationships with grandparents and cousins across the United States and Mexico. He integrates well into new groups but benefits from structured guidance in more formal social interactions.

This is a senior and intellectually demanding appointment requiring genuine mathematical sophistication. The Tutor must have exposure to research-level mathematics and be capable of writing clear proofs in areas such as algebra, number theory, analysis, geometry, or topology. Familiarity with mathematical contest problem-solving strategies and visually grounded approaches to mathematics is highly desirable. The Tutor must be able to bring mathematics to life as a domain of exploration rather than a sequence of exercises.

The Tutor will deliver a dual-aligned US and UK curriculum while extending the student well beyond grade level in mathematics. Native-level English instruction is essential. The Tutor must also possess native-level fluency in a second language; Mandarin is strongly preferred, though Japanese, Italian, Spanish, or French would also be welcomed. Mandarin literacy will continue to be developed daily as part of the student’s programme. The Tutor will also be responsible for identifying and coordinating a specialist teacher to introduce and support the development of a third language within the curriculum, ensuring that language learning remains consistent and appropriately structured alongside the student’s broader academic programme.

Quantitative science will be integrated meaningfully, likely through physics-oriented approaches that align with the student’s mathematical strengths. Interdisciplinary work, travel-based projects, and experiential learning are expected components of the programme. The Tutor will design educational experiences that connect learning to London, Charleston, Italy, Japan, Mexico, China, and other destinations visited by the family.

The family places great importance on values-based education. The student should experience liberty in his intellectual pursuits while simultaneously developing discipline, resilience, and the ability to accept direction. The Tutor must nurture autonomy while gently guiding curriculum progression and ensuring structured achievement. Organisational excellence is essential, both academically and practically. The student’s workspace must remain orderly, records must be meticulous, and progress clearly documented to preserve future academic options in both US and UK systems.

The Tutor must model intellectual seriousness without pressure, global openness without dogmatism, and physical vitality without competitiveness. Screen time should be balanced thoughtfully with physical activity, outdoor exploration, nutrition awareness, and community engagement. The Tutor must be patient, tolerant, emotionally intelligent, highly organised, and aligned with the family's progressive worldview. Religion is not to be incorporated into the student’s education.

Above all, the Tutor must enjoy teaching, derive energy from working with children, and help the student feel that school is a place of curiosity and purpose rather than pressure or competition.

The family is progressive, informal, and values open and direct communication. The student’s safety and health are paramount, and the Tutor must exercise sound judgement in minimising risk and exposure to infectious illness. Organisation, tidiness, clarity, and honesty are highly valued. The family seeks a long-term educational partner capable of intellectual depth, emotional steadiness, and consistent structure.

The Tutor will work approximately forty hours per week with preparation in addition. The family travels between six and twelve weeks per year, typically in longer stays of one to two weeks at a time. The Tutor will travel with the family during these periods and maintain academic continuity.

The Tutor will be entitled to two consecutive days off per week, normally at the weekend, but it is essential that they understand the need to be flexible regarding the family’s travel plans and other commitments.

The Tutor will have a minimum of 9 weeks off per annum, to be taken at times agreed upon with the family. The Tutor will be flexible with respect to any changes in schedule, be they travel-related or otherwise and will adapt accordingly. The Client will strive to give up to two weeks’ notice of any planned alterations.

In London, the family owns a one-bedroom flat in the same building as their primary residence. The Tutor may reside there, approximately a two-minute walk from the family home. In South Carolina, the Tutor will reside in a guest house with its own access, located on the family property, also a two-minute walk from the main house. In Massachusetts, accommodation will be within the family residence. A car will be provided in South Carolina but is not required in London. All work-related travel expenses will be covered by the Client.

The Tutor will be physically fit and healthy, a non-smoker.