The student is the youngest daughter of a well-travelled Canadian family. She has been educated in England and Canada, home-schooled on a yacht for a year, and is now enrolled in an independent school in Bermuda. She has not settled at the school, and this has begun to have a detrimental effect both on her academics and her general wellbeing.

She is a happy and calm girl with a good sense of humour. She is quick to make friends and enjoys social situations immensely. She loves art and creative writing. She speaks of becoming a psychologist or psychiatrist, and this is reflected in a tremendous empathy for others' feelings. Another of her passions is fashion, and she would like to learn more about making and designing clothes, as well to try modeling. She likes to play tennis and to swim, although she no longer welcomes competition. She loves to travel and her parents are keen to encourage this, and all of her interests, as part of well-planned home school curriculum.

Academically, she has found the school system difficult to adjust to and very different from her previous experiences. She has especially struggled with English, although is very good at music when she receives proper instruction. She is also very good at Maths, but tends to underperform in tests across all subjects because of stress. Through hard work and perseverance, she has managed to work out what is required from her courses at the Bermuda school. The school follows a cross between the US and the UK systems: like the UK, she is taking a wide range of subjects, fourteen to be exact; and like the US, she is graded on all aspects of her work in each subject. This means that none of the courses offer much depth, yet there is an average of four hours homework per night. The school claims to offer the best of both the UK and US curricula; there is a sense that, in this case, the opposite is true.

She completed a psychological assessment in early 2009 that found her to be in the average range for everything except numerical operations, which scored in the high average, and spelling, in the low average. Unfortunately, the school makes no allowance for her learning style either within or outside the classroom. This, together with the school's rather formulaic teaching methodology in some key subjects, has meant that completing homework each evening has become a demanding chore for her and her mother, more or less eliminating any spare time for her to pursue extracurricular passions. It is this combination of academic overload with little opportunity for much other than schoolwork that has motivated the family's move towards homeschooling with a carefully selected and capable Tutor who can offer a rich and varied yet academically robust alternative.

Although she has some reservations about homeschooling in relation to her social interactions with her friends, the freedom it brings to have little or no homework in the evenings and to explore more of her non-academic pastimes causes her to look forward to this fresh start and new course in her life.

This demanding role is expansive and far-reaching, covering a wide range of subjects and skills that extend from maths to music, arts to languages, companion to chaperone and mentor. The appointed individual will be a highly educated, intelligent, well-travelled, responsible, practical, down-to-earth person with a sense of fun who has a wide range of personal interests they can bring to the role. The Tutor will also need to be strong in a major European language, preferably French or Spanish, as well as mother tongue English. The ideal tutor will also have some musical ability, and be physically fit and active.

The student will be home-schooled from January 2011, or earlier if possible, until age 16. The Tutor will need to design a course that covers the requirements of both the US and UK curricula, while allowing freedom to concentrate on subjects or courses of interest unfettered by educational norms. It is expected that she will be enrolled in a mainstream school for her final two years prior to University, but this could be literally anywhere in the English-speaking world. The Tutor should not be afraid of preparing her for as many GCSEs as she can manage or for her enrolment in online courses that offer other credentials towards a formal transcript; indeed she is excited at the prospect of advancing her education to the greatest extent possible during this homeschooling period. That said, given the freedom to teach and learn that comes with this position, there is nothing to be gained from entering her into exams or taking online courses that would be counted in a transcript before she is ready to excel in them.

Another key area of the Tutor's work will be to facilitate exploration of the student's extracurricular interests in general. For example, her love of fashion should be explored, and it would be excellent if the Tutor could help her to learn how to make and design clothes. Perhaps she might even create her own fashion line, build a web site, develop a business plan and market her designs. She would also like to learn to model, and this could be integrated into the development of her own designs, perhaps with some photography or film work. Where there exists an opportunity for her personal interests to overlap into qualifications, these should also be explored. For example, a photography GCSE may fit well with the construction of a showcase website. The extent of this kind of exploration is limited only by the imagination and determination of all concerned.

It will be essential for the Tutor to maintain meticulous, up-to-date records of achievement for the student across all her subjects in both curricula.

While she and her parents know that full time, one-on-one tutoring offers the very best education, they are also aware that it can be relatively isolating if not sensitively and thoughtfully handled. Given her social proclivities, it is imperative that the Tutor put at least an equal level of effort into developing and maintaining social opportunities as is put into her academics. For example, the Tutor may be able to maintain links with her old school and thereby incorporate her into some of their art, drama or sports. But even if this does not prove possible, the Tutor could arrange with her to direct and produce a play involving her friends among the cast. Her musical ability too could be exploited, perhaps in the formation of a band; recital or performance would help to restore and develop her confidence. Sports also lend themselves to social events, and while she may have lost her interest in competition, perhaps she could put her talents to use teaching others, thereby broadening her social circle beyond acquaintances she already knows.

This post also carries with it an opportunity to extend the teaching beyond the immediate environment through excursions to locations of interest that fit into the curriculum. Such educational travel will need to be planned carefully in advance and with the approval of the Client. It is likely that one or both parents will accompany her and the Tutor on any such trips. She is particularly keen to learn about France and develop her French in France, and it makes more sense to study the Egyptians in Egypt than from a textbook!

Given the amount of time that she will be receiving individual tutoring each day, there should rarely be the need for homework. Homework should only be given if a particular skill needs to be practiced, or some background reading needed. On no occasion should it be necessary to give homework that includes unnecessary repetition or busy work. Equally, there should rarely be the need to give tests unless preparation is being made for formal public exams, or as part of her demonstrations of mastery.

There will be a well-equipped and dedicated schoolroom; the Tutor will be responsible for ensuring that it remains organised and properly stocked.

The details of a daily schedule will need to be developed once the role starts, but a general framework has been discussed. A typical week will likely consist of daily instruction and activities from Monday-Thursday. During these days the tutoring will usually start at 9.30am.

Lunch will likely be at 1pm and afternoon activities will take place between 2pm and 4pm. There may then be an additional tutorial session after activities, for about an hour or so.

On Friday, there will be an assessment session in the morning, with an opportunity for the student to demonstrate mastery of material studied during the week. These mastery assessments may take many forms: oral or written tests, presentations to parents, friends, family or other visitors, or any other platform that the Tutor feels is appropriate. If she can demonstrate satisfactory mastery, then Friday afternoon will be an opportunity for further, more leisurely activities - if not, it is a time to make sure that the learning is secure.

The Tutor should expect weekends off except when travelling, and time off in lieu for such travel time.

The costs of meals occurring during teaching times will be provided by the Client, although it is possible that the student and her Tutor will be responsible for preparing these and cleaning up afterwards.

The Tutor is entitled to a minimum of the standard paid vacation as outlined in the Terms.

The Client will be responsible for the Tutor's expenses as set out in the Terms. If their spouse or partner should accompany the Tutor, the Tutor will be responsible for any additional travel costs this incurs.

A car will not be provided for the sole us of the Tutor. Instead, a motor-scooter will be available for the Tutor's personal use. When taking the student to and from activities, a car may be available, one or other of the parents may drive, or the Tutor can take her on the scooter.

Fully furnished accommodation, with Internet connection, will be provided by the Client. It is likely that one room of the Tutor's accommodation will be the designated schoolroom.

The ideal applicant can be single or accompanied by their partner or spouse.

He or she should be a non-smoker.

The family are easygoing and have a relaxed and welcoming manner. The atmosphere is warm and friendly, and it is hoped that the Tutor will feel at home and at ease. Nonetheless, the Tutor will be expected to behave in accordance with appropriate levels of private service professionalism at all times.