The boy is a bright, amiable, polite young man with a warm, sunny disposition. He is currently in Y5 of a small private British school near Geneva, where he is doing well. He likes History and Geography and enjoys languages. He has excellent reading and listening comprehension. Science is his favourite subject, particularly Biology and, within that Zoology. He has plenty of energy and likes to be busy. He is an extremely curious young man who loves to explore and will thrive in the company of an energetic and interesting Tutor who shares many of his passions. He prefers teachers who have a keen sense of humour, and who love animals. It is important to him that his teachers are fair and respectful of him and those around him, and he considers punctuality in himself and others part of his sense of fairness and respect. Likewise he does not respond well to being reprimanded or humiliated, especially in front of others.

The student is mature for his age and able to discuss his feelings and concerns in an adult, sensitive, open and honest manner. He has been given formal responsibilities at school, a year younger than is usual. As a Monitor, he has responsibility for looking after his peers during breaks and for helping younger students with their reading; this is something he clearly enjoys and which is a source of much-deserved pride.

The student has dysorthographia, which makes it hard for him to write quickly and neatly, and although this is expected to attenuate through constant practice it is important that his Tutor allows him to express himself and his thoughts in a variety of styles other than just writing by hand. This does not mean that he should be excused from writing, nor that he is unwilling to put in a great deal of effort if directed to write. But it does mean that he should be allowed, indeed encouraged, to explore other mechanisms for self-expression. He is learning to touch-type, and although a little bashful is willing to make oral presentations.

He is looking forward to this period of travel and study away from school, and to working with his new Tutor.

The student will be taken out school for the final two terms of the 2010/11 academic year, and will need to complete the course content that he will be missing at school under the guidance of his Tutor. It is not essential to follow the same pattern as his school, or to turn in assignments to satisfy the school. Instead, the Tutor should focus on adapting the learning objectives and to the travel plans. Even so, it is essential the Tutor remain in close contact with the school to ensure that nothing is left out and that the student is ready for rejoining his school in Y6.

Clearly the travel element of this role will affect not only the content of the tutoring, utilising the best opportunities available in each locale, but will also influence the routine. With that in mind, it is likely the Client will be based for relatively long periods in just two or three locations, with short journeys in between. This relative stability will allow the Tutor to establish some sense of a base, but there will obviously still be a need for the Tutor to remain flexible about her plans and to work closely with Client, heeding her advice where offered. This is not the first time our Client has taken her son out of school, but it will be the longest period so far.

The student is an industrious boy who likes to be kept busy. He likes to explore, and will be happy whether boating on a lake, climbing trees, or visiting a zoo. The Tutor will be expected to research the destinations to which the family will be travelling before getting there, to familiarise herself with the types of opportunities available and to utilise these to maximum advantage in developing a curriculum filled with activities that engage and develop him. With such a brief term, it would be easy to think that this not a formal assignment, but nothing could be further from the truth. The Client and her son take education very seriously and although the Tutor should create a fun and enjoyable learning environment for him, it is essential that the required school objectives be met within a firm, structured and balanced curriculum. The role therefore requires a serious and committed teacher who needs to be formal and professional, comfortable spending time alone and isolated from social settings; self-disciplined, but flexible and easygoing.

It is essential that the Tutor be competent across the subject range for Y5 and beyond, probably because they took a wide range of subjects at GCSE and have, since qualifying as a teacher, been able to secure teaching roles that have allowed this breadth to be maintained to a good level.

The Tutor will need to be mindful of making opportunities to engage in social activities with children of a similar age in each location. This may be in the form of finding local sports clubs, contacting other parents and arranging play dates, inviting other children to join tutoring sessions, or whatever the Tutor can think of. This is of such importance to the Client that it is possible that the student will remain in one location and be enrolled in a local school. Should this become the preferred option, the intention is that the Tutor would work with the student in the school, perhaps even taking a group of children for classes that the school does not have the resources to support. It is therefore essential that the Tutor be happy working with a group of children within a school setting.

The ideal Tutor will also have a high standard of French. The student is effectively bilingual, so it would be excellent if the Tutor were able to teach the general school subjects in either language.

The student and his mother have not specified which extra-curricular activities are important to them because this aspect of the position is more about what the Tutor can offer. As a basic requirement the Tutor will need to fit and sporty, have a wide range of interests that involve land and water, and be open-minded about expanding this aspect of the role. The student loves to explore and is willing to try his hand at whatever activities he is offered.

There will also be occasions when the Client is away or when the Tutor has sole responsibility for the student. Such occurrences will never be overnight, but there may be times when the Tutor will be his chaperone when they travel. Usually though, there will be a third party present, perhaps in the form of a driver or discreet security. It would certainly be an advantage, though, for the Tutor to have up-to-date first aid training.

The Tutor will need be flexible about specific hours to accommodate travel, time zones, jet lag and so forth, but in general, and as far as possible, the student will be tutored from 10am-3.30pm, 5 days a week. If there are activities or sports one morning, this might become 11am-4.30pm, for example. During this time the Tutor should allow for the student to have periods of independent self-study, and she can even set appropriate amounts of homework if she thinks it sensible.

The aim is that there will be a block of school-time each day at times discussed and agreed in advance between Client and Tutor. As mentioned before, this is something the Client has experience of and the Tutor is expected to take be guided by the Client at this level.

The Tutor is entitled to two consecutive days off per week. With the flexible nature of this role these days off, while consecutive, may not coincide with weekends. Likewise, the Tutor is entitled to nine weeks paid vacation per annum on a pro-rata basis (or payment in lieu), but should not expect such time off to coincide with standard school vacations, since it will be granted at times convenient to the client.

The Tutor will be provided with furnished accommodation in all locations. This could be a guestroom in the Client’s home, a guesthouse on the Client’s property, or a hotel, depending on the travel destinations. The Client will be responsible for all utility bills except for the Tutor’s personal phone calls.

When taking the student to and from activities, a car and driver will always be provided.

Although the Tutor will not generally have access to their own car, a car and driver will usually be available to take the Tutor to nearby destinations. The Tutor will be reimbursed for the costs of all public transport if a car is not available for them.

The Tutor should be a non-smoker.