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 distinction between the two positions will lie in the strengths each educator brings to the partnership, allowing the children to benefit from different areas of expertise while following a single, coherent educational programme.

For this position, the family is seeking an academically strong, imaginative and culturally curious educator who can take particular responsibility for making the family's travels an integral part of the children's education. The Tutor will work closely with their counterpart, who will have a particular emphasis on academic oversight, assessment and progression. This Tutor will complement that role by identifying and developing opportunities for experiential, creative and culturally immersive learning, while continuing to contribute fully to the children's formal academic studies.

The family does not want simply to reproduce a conventional classroom while moving it from one country to another. The Tutor should be excited by the educational possibilities presented by the itinerary and able to connect places, people and experiences with meaningful learning. Time spent in Japan or Korea, for example, should offer opportunities to explore language, history, geography, literature, art, design, technology, food and contemporary culture. The same principle will apply wherever the family travels. Current possibilities also include Vietnam, Thailand, Singapore, France, Spain and other European destinations, together with periods in the United States.

This experiential emphasis should complement rather than replace formal education. Both Tutors will remain responsible for ensuring that the children make strong academic progress. The successful candidate must therefore be a capable educator in their own right, able to teach both children, contribute to curriculum planning and support the academic priorities identified collaboratively with the other Tutor. The intention is to create a richer education through the combination of the two Tutors' strengths rather than to divide responsibility into academic and non-academic roles.

The older student's particular interests provide considerable scope for this aspect of the position. Her enthusiasm for musical theatre, acting, drawing, music and singing could be developed through the cultural opportunities available during the family's travels. Performances, galleries, workshops and other experiences may all contribute meaningfully to her education. Her desire to become more involved in theatre and acting is an important interest that the family would like to continue supporting.

Her comments about teachers are also particularly relevant to this role. The successful Tutor should be patient and engaging, able to approach material from different directions and comfortable creating educational experiences that are enjoyable without becoming academically superficial.

The younger student's interests provide a different set of possibilities. His fascination with aircraft, animals, chess, ceramics, three-dimensional sculpting and construction could provide starting points for exploration across mathematics, science, engineering, history, geography and art. His enthusiasm for Second World War and modern aircraft in particular offers opportunities to connect an existing passion with wider academic subjects.

The considerable age difference between the children will require thoughtful collaboration between the Tutors. At times, the children will need entirely separate tuition. At others, a shared destination or project could provide a common theme explored at very different levels. The presence of two Tutors should make it possible to provide genuine individualisation without unnecessarily separating the siblings throughout their education.

The Tutor should also support the children in becoming increasingly knowledgeable about and comfortable within different cultures. The parents' stated ambition is for both children to become well-educated citizens of the world, and the international nature of the placement provides an unusual opportunity to make this a lived experience rather than an abstract aspiration.

Languages may naturally form part of this experience. Both children currently study Spanish, while their mother speaks Vietnamese and the children know some Vietnamese phrases. The family has not specified a language requirement for the Tutor, but a candidate with relevant linguistic interests or abilities may therefore have useful additional strengths.

Close collaboration with the other Tutor will be fundamental. The two Tutors should plan together, share observations and decide jointly how best to allocate teaching according to their respective expertise and the children's changing needs. This Tutor should be equally comfortable leading a project within their own area of strength and supporting their colleague's academic priorities. Neither Tutor should operate as an assistant to the other.

The positions would consequently suit a teaching couple particularly well, especially where the two individuals already possess complementary professional backgrounds and are accustomed to working collaboratively. The family may also consider Tutors who are not a couple, provided that both candidates are comfortable living and travelling in close proximity and genuinely sharing responsibility for the children's education.

Flexibility will be essential. The parents acknowledge that they frequently change their minds about where they wish to travel and have considerable freedom to do so. The Tutor should enjoy this spontaneity rather than require a fixed itinerary months in advance. At the same time, both Tutors will provide continuity for the children, ensuring that changes in location enrich their education rather than disrupt it.

Technology may be incorporated where useful. 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 limit discretionary screen time through parental controls and link additional access to completion of daily responsibilities. The Tutors should respect and work within this existing approach.

Above all, this Tutor should bring enthusiasm to the opportunity presented by the family's plans. The role requires someone who sees education not only in textbooks and formal lessons but in conversations, performances, buildings, landscapes, museums, journeys and encounters with other cultures. Working in partnership with the other Tutor, they will ensure that these experiences sit alongside a rigorous academic programme and contribute to the family's wider aspiration for the children to become knowledgeable, curious and well-educated citizens of the world.

The successful candidate should be a natural collaborator who enjoys exchanging ideas with another accomplished educator. Whether the two successful Tutors are a couple or are recruited separately, they must be comfortable sharing responsibility for both children and allowing their respective strengths to complement 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.