There are two children: a girl, who will be 9 and in Y5, and her brother, who will be 12 and in Y8. Both children are well mannered and polite, respectful, communicative, friendly and inquisitive. They will be a joy to teach. Both of them enjoy school and doing well, but the family have never felt completely at home in England and are looking forward to the freedom and opportunities that their travel plans permit.

The older brother is a keen sportsman. He has a passion for golf and also enjoys football and tennis. It is his golf that it is hoped will benefit most from the flexibility that homeschooling allows. He is engaging and sharp, quick-witted, with a sense of humour. He learns best from teachers who are knowledgeable and who really bring their subject to life through their enthusiasm. He is energetic, physically very active, and enjoys the outdoors. He likes teachers who are fair and who provide clear boundaries, yet are able to include plenty of hands-on work to their learning. A creative teacher who can develop his or her materials to fit his learning style will find a willing student who learns quickly across all his subjects.

His younger sister is also bright and engaging, and has a lovely demeanor. She is patient and caring. Her passions are singing, music, and dance. It is hoped that her Tutor will be able to develop these skills with her. Unlike her elder brother, she loves to read, and is often found immersed in books for hours on end. It is hoped that a well-read teacher will be able to develop this interest in literature as far as possible.

Both children are social, and enjoy not only the company of good friends but adult company too. They are gregarious and willing to have a go. They are looking forward to working with their Tutor.

The Tutor will need to create a formal teaching environment following a well-defined programme of study and weekly timetable that follows the content of the UK curricula for both children in their respective grades, but which infuses the ethos of the International Baccalaureate in terms of discourse, dialogue and community to nurture the development of inquiring, knowledgeable and caring young people. Although it is by no means certain at this stage, it is likely that when the children return to school it will be into the IB system.

The Tutor will need both to develop a range of activities, ranging from the traditional to the more progressive, and to involve a great deal of practical and hand-on learning. The Tutor should enthuse and educate the two children across all areas of their school curriculum. This programme must take advantage of diverse local environments, integrating into the schooling visits to museums, art galleries, and sites of historical or anthropological interest, for example. With a well-resourced and small class, it should be possible to provide a far better schooling experience than any school. This period of home education should be a special time that the children will remember fondly long after it has ended.

The Tutor will work with the children from Monday to Friday. The expectation at the outset is that the children will be schooled in the morning, starting at 8.30am and finishing at 1.30pm. Appropriate breaks will be necessary throughout the morning depending on the subjects being taught and the concentration span of the children.

A typical week will may consist of daily instruction and activities from Monday-Thursday. During these days the tutoring will start at 8.30am and finish at 1.30pm, with appropriate breaks.

On Fridays during the first session, there will be an assessment with an opportunity for the children 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 the children can demonstrate satisfactory mastery, then the second period on Friday mornings will be rewarded with learning activities the children enjoy the most. If not, it is a time to make sure that the week's learning is secure.

These initial plans are open to adjustment as needed throughout the contract, depending on location, other commitments, and of course what is found to work best academically. For example, it is not known how well the children will work together and it may prove necessary to change to a staggered approach, where one of the children starts before the other so that he or she is engaged in work while the other is receiving instruction.

The Tutor will be responsible for recommending the resources he or she needs. The children's mother intends to be closely involved in their schooling and has asked to be considered as one of the Tutor's resources, helping in any way the Tutor may need.

The details of a daily schedule will need to be developed once the role starts, but a general framework has been discussed.

The Tutor should expect weekends off except when travelling, and either time off or pro rata compensation in lieu for such travel time.

Meals occurring during teaching times will be provided by the Client, although it is possible that children and their Tutor will incorporate preparation and clear-up of these into the curriculum.

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

The Client will be responsible Tutor's full expenses arising from any travel required for the position throughout the contract term.

A car, or suitable alternative arrangements, will be provided for the Tutor in all locations.

The Tutor will need to hold a clean driving license.

The client will provide suitable furnished accommodation with Internet at all locations.

The Tutor will be responsible for any phone charges for not related to their work.

The Client will provide a designated learning space in each location that will serve as the classroom.

The family are calm and easygoing, and will be a pleasure to work for. However, this does not mean that a Tutor engaged in a full time private service role should provide anything less than the highest levels of professional conduct and hard work that TI expects from its Members.

The Tutor should be a non-smoker, lead a physically active lifestyle, and be healthy and fit. He or she should be engaging, have a good sense of humour and a sunny disposition. The family is very private and the Tutor will be expected to maintain complete confidentiality both during and after their appointment.