The students are twin sisters. The girls are friendly and talkative in person, with a polite demeanor, and have a wide variety of interests. They enjoy learning and have been home-schooled for the last three and a half years. They are looking forward to meeting their new Tutor. The girls enjoy many activities, including yoga, dance, music, art and design, non-competitive sports, cooking, sewing, computer games and staying in touch with friends.

The girls have been assessed with a combination of Attention Deficit Disorder, Non-Verbal Learning Disorder and Autistic Spectrum Disorder. Detailed evaluations have been carried out are available to shortlisted candidates. Before being homeschooled, the girls attended a variety of specialist schools, in the UK and Australia, but their distractive behaviour around other students made it difficult for them even in a small class. Homeschooling has proved a great success in bringing the girls on without the disruption of an institution.

The girls’ current academic age is around six or seven years in some subjects but it is difficult to judge as they can perform at a higher level when in a familiar situation. Their previous Tutors have been working up to about Year 3 level in the UK curriculum, with expectations for their written work adapted to suit their specific difficulties. The ideal goal is to raise this to age nine over the next four years. The Tutor will have a great deal of flexibility in developing the program of study with the girls, as long as good progress towards the overall goal is being achieved.

A property has been rented near the family home that serves as the schoolroom in London. Similar arrangements will be made in Melbourne. The Tutor will play a pivotal role in resourcing these schoolrooms as required. The Tutor should not limit their work to classroom-based activities, but should develop the girls’ academic skills through their interests. The girls respond well to a merit and reward system and enjoy opportunities for real-world experiences in social settings, such a volunteering and work experience.

The Tutor will be in daily email communication with the family in regards to academic, emotional and social progress so that consistent strategies can be employed at school and home.

The school day will typically run from 8:45am - 4pm, Monday to Friday with a 15-minute morning break and thirty-minute lunch break. It would be ideal that the Tutor utilises this time to help the girls develop their social skills. Time should be arranged by the Tutor to work with each of the girls on an independent basis for at least 1.25 hours once a week.

Holidays will be in accordance with Terms of Business; nine weeks holiday per year and bank holidays.

The nearest tube station to the ‘school’ in London is Clapham Junction. The Client will reimburse the Tutor monthly in arrears for public transport within London. The Tutor will need to keep the receipts or used tickets for this and supply a monthly spreadsheet. The same arrangement will apply in Melbourne unless there is no public transport available in which case the Tutor will be reimbursed for fuel used, again on presentation of a spreadsheet and receipts. The Client will not provide a car for the Tutor in either London or Melbourne.

No accommodation is provided for this assignment in London. In Melbourne the Client will provide a one-bedroom facility within walking distance of the girls’ home. It may that this will be sufficient for the Tutor’s accommodation too, but if not the Tutor will need to make her own arrangements.

For the right candidate, this is a minimum 12-month contract commencing, ideally on February 7th 2011. Candidates who are interested in the role from February 7th until August 31st 2011 are also encouraged to apply.