The boy is a quiet young man with an appetite for adventure sports such as wake and body-boarding, rock climbing and parachuting. He has also expressed an interest in learning to fly. Academically, his interests lie in literature, film, and writing short sorties and novels. He critiqued his least favourite teacher with maturity and insight. For him, teachers should earn respect through having passion for their subject and the ability to inspire students. Simply doing a job for a salary is not enough. In contrast, his favourite teacher was a friend of the family, who introduced him to Austrian literature and, while walking around the city, encouraged debate and intelligent questioning of the subject matter. While these debates could get quite heated, the points made were informed, rational and thoughtful, and he thrived in the environment where he was allowed freedom of expression without judgement.

The girl is a keen equestrian, riding once a week while in Paris. More efficient management of schooling and homework would allow her more time at the stables, something she would very much enjoy. She also makes her own jewelry from metal and scraps of fabric. These pursuits should be encouraged, but she should also be exposed to more activities in order to help her expand her interests and hobbies. She favours teachers who are warm, caring and considerate. Her most recent physics teacher was not like this, and has currently quelled all of her enthusiasm for the sciences. She is happy to learn, but currently lacks the self-discipline for independent study and homework.

The two children get on very well with each other and are close. They are a little isolated socially, looking to each other for company rather than seeking out the company of their peers. The Tutor must be aware of this, and make sure that their social skills are nurtured as much as their academic skills. Suitable social opportunities in both Portugal and France should be sought out, and extra curricular activities the involve other children should be embraced. Perhaps an element of community service would help them expand their social networks and develop confidence in their social skills.

The children's parents have recently separated. One of the terms of separation agreement is that the children spend half of each year with each of their parents. At present, the children attend school in Paris and the tutoring plan could be an after-school supporting role that oscillates between the two homes in Paris, roughly 30 kilometres apart.

Another plan being considered is that the children relocate to Lisbon with their mother and attend school there, with vacations spent with their father and some of the term time at their father's home nearby. The Tutor's role is partly to create some consistency of educational support with all the geographical movement, partly to help with the logistics, and partly to broaden the children's educational context beyond the scope of the schools.

The children themselves are coping well with their circumstances. They are tri-lingual (French, German and English) and currently attend a bilingual school in Paris, but there are concerns about the quality of education they are receiving there, and if they stay in Paris they will be changing school. Both children have complained about various teachers from the school - those who are overly strict, abrasive, and are clearly only in education for the job. These teachers have left a bad impression on both children, and the Tutor must work to redress this.

Although the children are close in age, the Tutor will need to differentiate their learning to ensure both students are being challenged. At the moment, a concrete plan for their schooling has yet to be finalised, but it is likely to be one of the two options outlined above. A third plan, that might see the children in school for two weeks at a time and being homeschooled for the other two weeks, might also be considered.

If the children move to Lisbon, they will be changing to the IB system. The school will provide their primary education experience, with the Tutor on hand in the afternoons to assist with homework, and to make sure that the children have covered enough material to give them a good foundation for the next days' learning. Since the IB will be new for them, there will be some bridging work required. The Tutor will be required to build a good working relationship with the school and teachers to ensure the children are coping well with lessons, and to make sure that they have accurate plans for upcoming material that will be covered so that adequate preparation can be done to ensure success in the classroom.

The Tutor should have a wide knowledge base and a range of interests that they can share with the family. A passion for literature or the sciences, for example, would help to inspire both children, injecting 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 their work. 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 be an exceptional educator in a role that will require them to be all things to all people (part driver, part supervision, part Tutor), and diplomatic, polite and friendly at all times. They should be prepared to work closely with other educators, and be very organised in their own work. The ideal Tutor will be bilingual French-English (candidates who are fluent in French and have almost perfect English will also be considered), and should be prepared for significant amounts of travel for the duration of the contract.

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.

This is a full time position and, as far as possible, learning will need to follow a carefully planned timetable. The Tutor should expect to work around thirty-five hours per week with preparation in addition. The Tutor 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. Standard contractual vacation allowance of a minimum of 9 weeks per annum applies to this contract.

Furnished accommodation will be arranged for the Tutor in all locations. This may be within the family home in some locations.

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 may not have a car provided in Paris, but is welcome to bring his or her own.

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.