Both boys have been home schooled, originally starting their studies on Swiss/Italian curricula. Recently they have changed to the British system and are now studying alone through a distance program run by an institution in Oxford. The dryness of this approach and the rigid nature of the learning process combined with the absence of the any meaningful student-teacher interaction just aren’t working well for them. Learning is student led, following a highly prescriptive cycle that teachers then review and grade as opposed to actually teaching each subject. Even this process allows for little flexibility, as it is clear that the system is merely trying to coach children to write what is needed in exams without learning about the subjects in any depth.

The older brother is currently doing IGCSEs in French, Latin, Chemistry, Physics, Maths Extension, English, History, and ITC. He is also remotely maintaining his Italian and doing a course in programming with a teacher at MIT. He enjoys tennis and plays Baroque flute and classical guitar. He has a weakness in his essay writing skills, which has in turn affected his performance in English and History. The Tutor will need to strengthen his English skills so that he can excel across all subjects.

At this stage, the family would like to keep all educational doors open. They would like him to go to a good British or American university, and are happy for him to sit a mix of exams including a range of IGCSEs, AS and A levels, American AP and SAT 2 subject tests.

The younger brother is just starting KS3, but like his older brother, is weak in his English speaking, reading, and writing skills. This is particularly noticeable in his spelling, where the Italian/Latin influence can be clearly seen. He is fluent in conversational English, but lacks the speed of a native speaker. Again, this is an area that the Tutor will need to address. He has a knack for languages and accents, and is the more creative of the brothers. He has the mind of an inventor, is industrious and self motivated, and all in all is a good student.

He likes teachers who are patient, kind, knowledgeable, and who can inject humour into their lessons. He is particularly keen on the sciences and mathematics, and his curiosity in these subjects should be nurtured. At this stage, the suggested syllabus for him is that of the Independent Schools Examination Board (ISEB) though as with his brother, the family would like to keep an open mind about his options as he progresses.

The Tutor should share the parents’ belief that exam results should be a by-product of a good education, and that mastery and understanding of a subject should be an end in itself. They are not keen on the way that their current arrangements have distilled education into the bare minimum needed to pass an exam, and would prefer the boys to have a holistic understanding of each subject they study and how the subjects interrelate. This will undoubtedly prepare them better for future academic study, and will also help to encourage curiosity, independent enquiry, and a lifelong love of learning in both students.

The Tutor will be responsible for delivering a broad curriculum that will enable both students to flourish. He or she should be eloquent, able to explain concepts simply and able to inspire the children with his or her enthusiasm for any given subject. The Tutor should have a wide knowledge base and a range of interests that they can share with the family. A passion for music or the sciences, for example, would help to inspire both boys and inject a spark of energy into their work. The Tutor should be a natural communicator with a kind and caring disposition, and a firm-but-fair approach to his work. In particular, the Tutor will be will be able to prepare the older child for his IGCSEs to the highest standards. The Tutor will also be capable of offering the full range of KS3 subjects to the younger child.

The Tutor should not create a high-pressure environment, but equally should not be afraid to push his charges to achieve their potential. He or she should create a productive atmosphere, one rich with discourse and dialogue that nurtures the development of inquiring and curious young people.

At this stage, the family do not have a clear timetable for the number of years the boys will remain home-schooled, and it is possible that the boys will be expected to fit back into mainstream education in the future, with or without on-going tutorial support.

Given the need to retain opportunities irrespective of a later decision about academic options, the Tutor should follow a path that does not close down any options in terms of either continuing home-schooling or re-joining mainstream education. This should include the possibility of following an American or IB curriculum in a high school, or pursuing A levels at a college in England for example. The Tutor should therefore not exclude any of those three main options (US, UK, IB) in the presentation of material, while at the same time not overloading the students or jeopardising coherence. The details of the curricula to be followed will necessarily evolve in concert with the preferences of the Client.

Ultimately, the parents want to raise two well-adjusted, happy boys who have had a good, solid education and the time to follow their own interests, such as learning the guitar or pursuing the various sporting interests.

While teaching will take place within a clear and formal timetable of lessons, the Tutor should be prepared for a high degree of flexibility to accommodate changes in the family’s schedule, as well as for the possibility of frequent travel. While the main house in Lugano has a well-equipped schoolroom, the Tutor should be prepared to make their lessons mobile when the family is travelling.

This role is based in Europe, so it is essential that any candidates for the position have full rights to employment and residency in a European country.

This is a full time position and, as far as possible, learning will need to follow a carefully planned timetable. The Tutors should expect to work around forty hours per week with preparation in addition. The Tutors will be entitled to an average of two consecutive days off per week, normally at the weekend, but may need to be flexible regarding the family’s travel plans and the children’s other activities.

Furnished accommodation will be arranged for the Tutor in all locations. In Lugano this will be in a separate apartment and, when travelling with the Client, will usually be a hotel.

If the Tutor is asked to accompany the Client on any travel, the Client will be responsible for all the Tutor’s travel expenses and accommodation arrangements, but not his or her food or personal telephone usage except insofar as they are needed for tutoring purposes or take place during tutoring times.

The Tutor will have the use of a car for their local personal use.

Since this is a role that will involve a lot of travel, the Tutor shall not normally count periods of travel as either part of their periods of paid time off or as a worked day, and he or she will therefore not be entitled to any overtime consideration or additional vacation as a result. If the periods of travel become significant this consideration may be revisited at a later stage.

In addition to the confidentiality requirements set out in the Terms, the successful candidate will need to sign and abide by the Client’s own confidentiality contracts.