The older student is a 12-year-old girl currently in Grade 6. She is a high-achieving student who maintains straight As, although she generally gravitates more naturally towards non-STEM subjects. Her parents are conscious that strong grades do not necessarily tell the whole story and are concerned that there may be gaps in her academic foundations. Part of her early education took place online during the pandemic, and the family's extensive travel has meant that she has missed a significant amount of classroom time in recent years. More broadly, her parents feel that her current education can favour breadth over depth and would like her to develop deeper understanding and stronger independent thinking.

She is resilient, adaptable and generally comfortable with change, qualities that should serve her particularly well during the family's travels. She enjoys the social side of school and values her friendships. She has a particular enthusiasm for musical theatre and acting and is currently performing as part of the ensemble in a musical. She has also attended a residential acting camp and would like to pursue theatre and acting further. Her other interests include drawing, music and singing, skiing, American football and attending sporting events, and she has previously participated in athletics, cross-country running, volleyball and golf.

When talking about her own experience of education, she explained that she particularly appreciates teachers who incorporate enjoyable activities into learning. She finds it difficult when a teacher becomes frustrated or raises their voice when she does not immediately understand something, and clearly values adults who remain patient when she needs further explanation. She does not regard enjoyment and serious learning as incompatible and responds positively when the two are combined.

The student has been diagnosed with ADHD and generalised anxiety disorder and has undergone cognitive and neurological assessments. Her parents describe her as resilient and adaptable, although she can also be stubborn and does not respond well to rejection. Within the family, she uses humour readily, is protective of her younger brother and can be somewhat competitive with him.

Her younger brother is 6 years old and currently in Grade 1. He enjoys numbers, mathematics and reading, and his parents are keen to establish particularly strong educational foundations while he is still young. They share some of the same reservations about conventional schooling that they have for his sister and see the forthcoming period of travel as an opportunity to provide him with a more dynamic educational experience.

He has a varied and distinctive range of interests. He participates regularly in chess, ceramics and three-dimensional sculpting and completes additional mathematics work independently using an iPad. He would like to improve his chess and learn to play golf. He is particularly fascinated by aircraft, including both Second World War and modern aeroplanes, and enjoys studying them, drawing them and constructing models from cardboard. He also has a strong interest in animals and enjoys documentaries about venomous and dangerous species.

The younger student was more reserved when asked to talk about his own educational experiences and found it difficult to explain precisely why he likes particular teachers, beyond indicating that he appreciates those who are kind to him. He has no identified learning differences and has undergone cognitive and neurological assessments. His parents describe him as adaptable and resilient. He likes things his own way but is becoming increasingly independent and emotionally aware, including being able to recognise when he needs comfort and ask for it. He is less interested than his sister in the social side of school, although he has no difficulty making or maintaining friendships.

Both children enjoy skiing, which is an established family activity, and they enjoy playing board and strategy games together. English is the principal family language, although the children have some exposure to Vietnamese and are currently learning Spanish.

The family intends to appoint two Tutors who will operate as a complementary educational team. Both Tutors will work meaningfully with both children rather than being allocated exclusively to one child. The division of responsibilities will instead reflect the Tutors' respective professional strengths, allowing the children to benefit from two accomplished educators with different areas of expertise, interests and perspectives.

For this position, the family is seeking an academically exceptional educator who can take particular responsibility for maintaining the coherence, depth and progression of the children's formal education. The Tutor will work closely with their counterpart to plan the overall programme, assess progress and ensure that the freedom afforded by travel does not result in gaps or fragmentation. The second Tutor will bring complementary strengths to the partnership, and both will contribute to the delivery of the resulting programme.

A key initial responsibility will be to establish accurately where each child is academically. This is particularly important for the older student. The Tutor should distinguish between successful performance within a school curriculum and genuine mastery, ensuring that she has secure foundations while continuing to provide sufficient intellectual challenge.

With the younger student, the emphasis will naturally be different. At six, there is an opportunity to establish exceptionally strong foundations while preserving his existing enthusiasm for numbers, mathematics and reading. His interests in aircraft, animals, chess, construction and three-dimensional work offer obvious opportunities for broader exploration, and both Tutors should be alert to ways in which these interests can connect naturally with his academic development.

The significant age difference between the children will require careful coordination between the two Tutors. There will be occasions when separate teaching is appropriate and others when a shared project or experience can be approached at different levels of sophistication. Having two Tutors should allow the programme to accommodate both children's individual needs without unnecessarily separating their educational experiences.

The older student's own comments provide an important indication of the educational environment in which she is likely to thrive. Academic rigour should be accompanied by patience, humour and sufficient flexibility to approach difficult material differently when necessary. Her ADHD and generalised anxiety disorder will also need to be understood and taken into account throughout the programme.

The family does not want to reproduce a conventional school experience while travelling. Both Tutors will be expected to use the destinations themselves as educational resources, but one of the two Tutors will have particular responsibility for ensuring that experiential learning is connected to a coherent academic framework. A museum, historical site, performance, journey or encounter with a different culture should be capable of enriching formal study rather than existing separately from it.

Current travel possibilities include Japan, Korea, Vietnam, Thailand and Singapore, alongside France, Spain and other European destinations and periods in the United States. The itinerary is intentionally fluid, and the parents acknowledge that they may change their plans as they travel. Both Tutors must consequently be capable of planning intelligently without becoming dependent upon a fixed timetable or location.

Close collaboration between the two Tutors will be fundamental. They should plan together, share observations about both children and maintain a common understanding of priorities and progress. Each should be comfortable allowing the other to lead where that person has greater expertise. The intention is not to create two parallel educational programmes, but a single programme delivered by two complementary educators.

The arrangement would therefore be particularly suitable for an established teaching couple who already understand how to work collaboratively and whose professional backgrounds complement one another. Equally, candidates need not be a couple provided they are enthusiastic about genuine professional collaboration and comfortable travelling and working closely with another Tutor over an extended period.

The successful Tutor should have the confidence and academic breadth to work with children at very different educational stages. They will need to be intellectually curious themselves and excited by the possibility of researching each destination, identifying opportunities and adapting the academic programme as the family moves. A strong academic background is particularly important for this position.

Technology can be used appropriately within the programme. Both children already use electronic devices, with the younger student completing additional mathematics work on an iPad and the older student using a computer, phone and tablet. Their parents manage access through parental controls, allow limited discretionary screen time and require additional time to be earned through completion of daily responsibilities. Both Tutors should respect this existing approach.

Ultimately, the Tutor's responsibility is to ensure that the freedom and excitement of this period of travel strengthens rather than interrupts the children's education. The family wants both children to make excellent academic progress while developing into well-educated citizens of the world. The two Tutors should complement one another in achieving that aim, combining academic depth with the cultural, practical and experiential possibilities of the family's travels.

Education is extremely important to the parents. For this position in particular, the successful candidate should possess a very strong academic background and be confident taking oversight of academic progression while collaborating as an equal with the second Tutor. In addition to academic and pedagogical strengths, the Tutors should be comfortable in the range of environments and across the wide range of skills and interests the children already possess, as well as being able to introduce many more as they go.

The chemistry between the two Tutors will be important. Whether or not they are a teaching couple, they must be generous collaborators rather than territorial educators, comfortable sharing responsibility for both children and recognising that their different strengths are intended to complement rather than duplicate one another.

The precise working schedule will need to reflect the family's travel arrangements, the educational needs of both children and the division of responsibilities between the two Tutors.

The Tutors will need to coordinate their schedules closely. There may be periods in which both are working simultaneously with the children, periods of individual tuition, and occasions when one Tutor leads an activity or excursion while the other undertakes separate work with the second child. The intention is to use the presence of two Tutors flexibly rather than maintain two rigid and entirely separate timetables. They should expect an average of 40 hours of contact time per week, with preparation in addition. The year will not follow the usual term-time pattern with a long summer break. Instead, it is envisaged that education will continue at some level throughout the entire year.

The Tutors 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 Tutors will each have a minimum of nine weeks off per annum, to be taken at times agreed upon with the family. They should not anticipate normally taking their holidays at the same time, except during major holidays such as Christmas and Thanksgiving. The Tutor will be flexible with respect to any changes in schedule, whether travel-related or otherwise, and will adapt accordingly. The family will strive to give up to two weeks' notice of any planned alterations.

This is a highly travel-intensive position. The family anticipates spending at least 50% of their time travelling internationally. Their initial intention is to begin in Europe in January 2027, with further travel anticipated across Asia and the United States. The precise itinerary remains flexible.

Suitable accommodation will be provided, although the precise arrangements have yet to be determined. The family currently anticipates that the Tutors will live within approximately five to ten minutes of the family's accommodation, either on foot or by car. If the successful candidates are a teaching couple, the practical accommodation arrangements will be agreed accordingly.

A car is not currently expected to be necessary. Local transportation, including Uber where appropriate, will be provided. If circumstances in a particular location make a vehicle necessary, the family anticipates providing a stipend, with the relevant Tutor arranging the vehicle in their own name.

The family is seeking Tutors who are warm, engaging, flexible and comfortable becoming part of the rhythm of a family whose location may change frequently. The successful candidates must be highly adaptable and able to respond positively when plans evolve. The Tutor will be physically fit, healthy and a non-smoker.

This is a full-time private service role, and the Tutors should understand that their contribution to family life may extend beyond purely academic responsibilities. It would be reasonable for the Tutors to be asked to take the children to and from activities, run an occasional errand or be available on some evenings when the parents might be out later than usual. The family understands that these requirements blur the boundaries between tutoring and more general childcare and will ensure that such flexibility is not taken advantage of.