The eldest brother is seven and entering Year 3. He reads well above his age, has a natural feel for mathematical concepts rather than just procedures, and brings a level of focus and persistence to acquiring knowledge through reading that is unusual for his age; he has read over 300 chapter books and counting. He is also sociable and warm, which makes him straightforward to teach in many respects.

Like many children with this kind of mind, he is someone who feels the gap between what he can imagine and what he can yet execute. Helping him find that gap interesting rather than discouraging is part of the real work of the next few years, and a good educator will recognise it as such.

His younger brother is three and entering Reception. He is different from his brother, and no less interesting for it. Where the eldest is conceptual and cerebral, he is bright in a different register, combining intelligence with a natural aptitude for sport and outdoor play. He has thrived in a Montessori setting and approaches learning through movement, exploration, and direct experience. His interest in books and language is evident and his readiness for more formal instruction is clear.

The younger brother is settled, socially aware for his age, and confident with older children thanks to his relationship with his elder brother. He is a happy child who does best when physical activity and structured learning are woven together rather than treated separately.

The two boys are also, practically speaking, a resource for one another. The eldest has developed a genuine instinct for explaining and teaching, partly through his relationship with his brother. The youngest, in turn, has been pulled forward by his older brother's interests and energy. A good teaching couple will make deliberate use of this, building in shared tasks, collaborative projects, and moments where the older brother teaches and the younger contributes.

This is not two teaching jobs. It is one educational programme, delivered by two complementary professionals. The teaching couple will be jointly responsible for the boys' academic, intellectual, and developmental progress over the contract period. This includes curriculum design, daily delivery, assessment, reporting, and the cultivation of their dispositions - attention, discipline, curiosity, resilience, courtesy - that the family considers inseparable from academic work.

The academic framework of the programme is the British National Curriculum. The pedagogical approach is expected to draw selectively from Montessori, Charlotte Mason, and Reggio Emilia, integrated into a coherent practice rather than offered as a menu. The eldest brother's programme should track Year 3 expectations while consistently extending him beyond them. The younger brother's programme must build carefully on his Montessori foundation: systematic phonics, early numeracy, and structured exploration that respects his learning style, while introducing him to the formal skills that will underpin his future education.

Location-based and project-based learning is expected to be substantial, with each of the three primary countries treated as material for the curriculum rather than as a setting for it. The family is explicit that academic attainment, while important, is not the only measure of success in this role. The tutors should model intellectual humility, curiosity, kindness, discipline, good manners, honesty, courage, physical confidence, and respect across cultures as central objectives.

The teaching couple must be naturally energetic and physically active individuals who can integrate movement, outdoor investigation, and kinaesthetic learning seamlessly into each day. Mathematical problem-solving through outdoor challenges, scientific observation through nature study, and historical understanding through physical reenactment are some examples of the expected approaches. The youngest child especially has a strong physical and sensory orientation that must be respected in the programme design. A desk-centric day will not serve him well, but a day that moves between investigation, construction, outdoor exploration, and structured literacy will.

The family is committed to a low-screen environment and expects the programme to be delivered accordingly. Digital tools may be used where they earn their place, but the default is analogue, embodied, and direct.

Both parents are actively present in the family's daily life and intend to be part of the conversation about the boys' education. The teaching couple should expect periodic strategic reviews with the parents, substantive progress reports, and an open channel for the questions that matter. The day-to-day design, pacing, and delivery of the programme rests with the educators. Communication should be proactive, honest, and professional at all times. Although residential and travel-based, this is an educational role, not a general childcare or household role. The teaching couple will not be expected to act as nannies, household managers, personal assistants, or general family staff.

The role is full-time, approximately 40 hours per week, for each educator. The children’s programme will be designed around an age-appropriate weekly rhythm, with teaching, preparation, outings, reporting, and planning meetings included within each educator’s professional working week. The family does not expect both educators to always teach simultaneously. Responsibilities will be divided according to the boys’ needs and the couple’s complementary strengths, using both group and one-to-one teaching where appropriate.

The family’s travel and household rhythm will be planned around the boys’ educational continuity wherever possible. While some flexibility may be required from time to time, the family is committed to providing a consistent educational experience for the children.

The teaching couple will have two consecutive days off per week, typically at weekends. Given the international travel inherent in the role, occasional schedule adjustments may be required. Any such adjustments will be offset by equivalent time off in lieu. The family commits to providing a minimum of two weeks' notice for planned schedule changes.

A minimum of six weeks' paid holiday per annum will be provided, scheduled collaboratively with the family. Holiday timing will be designed to align with the family's travel patterns and the boys' educational calendar. Private accommodation appropriate for a professional couple will be provided at all locations. The family is committed to ensuring that living arrangements are genuinely comfortable and allow appropriate separation between professional and personal life. A car will be made available for the teaching couple's personal use at locations where this is practical.

All travel costs directly associated with the role will be met by the family. Agreed educational materials, outside consultants and evaluators, and other role-related expenses will also be met where applicable. The teaching couple should expect to spend extended periods in each of the three primary countries and should be genuinely comfortable with international relocation as a mode of professional life.

The role will suit non-smoking candidates who are physically active and enjoy outdoor learning, sport, walking, swimming, nature study and physical education. They should have a background or strong interest in the arts, sciences, philosophy, and other domains that can enrich the programme beyond core curriculum requirements. Musical ability and a genuine love of music is a particular advantage.

The boys will grow up moving between cultures and social contexts, and their teachers should be comfortable in that environment. They should be observant, adaptable, and able to model the empathy, manners and social awareness the family wants to instil.

The role demands natural team players who can collaborate effectively with each other, the children's parents, and other household staff or educational professionals. Previous experience working in residential or live-in educational roles would be advantageous.

Familiarity with the curriculum frameworks described above would be desirable, as would a working knowledge of French and/or Japanese. Equally, knowledge of the three primary locations and cultures (Canada, France, Japan) would be useful.

Discretion and respect for the family’s privacy are essential, including clear boundaries around social media, photography, and discussion of the family’s private life. A clean driving licence, paediatric first aid, strong swimming ability, and confidence supervising children safely in outdoor and travel contexts are essential.