There are two students – a girl, aged 7 and currently in grade 2, and her brother, who is 4, and about to start reception. Both children attend an excellent international primary school in Hong Kong. They are both intelligent, bright children, and clearly herald from a family with a strong academic background. That being said, and although their parents clearly have high ambitions for their schooling, the guiding principal in family decisions about their children is that they are happy, and grow up in a nurturing environment that enables them to reach their full potential, rather than forcefully pursuing academic goals that result in disengagement from the learning experience.

The girl is a lovely young lady. She is warm and affectionate, and is clearly a very capable student. Despite only having formal English lessons for a year, her language skills are superb. She is, however, a very literal young lady and struggles with some of the nuances of English. She doesn’t always spot the jokes in texts or conversations, but is very willing to learn and improve. This literal interpretation of English could be an early indicator of an underlying learning difference, but at this stage it is too soon to determine if there is a genuine issue or not. However, the Tutor should be aware of the significance of this language usage and keep an eye on her linguistic development at this level. Along with her interpretation issues, she has been known to need instructions or requests repeated endlessly. This could be an indication of short term memory issues or an attention-grabbing mechanism, but as with the possibility of dyslexia, it really is too soon to tell. She craves attention from adults – a trait that the right Tutor could capitalise on – and with praise and encouragement, is likely to be a delight to work with.

At only 4, her brother shows signs of being more advanced than his big sister. His English comprehension is truly superb, though he lacks the confidence to speak. His sense of humour suffers no such issues, and it is clear that he understands jokes and humorous anecdotes perfectly, even those at the expense of his sister. He is clearly able and generally a polite and well behaved young man. However, he has been known to throw a tantrum in order to get his own way – a technique which is sometimes unintentionally reinforced by the capitulation of adults in the vicinity. A good, firm Tutor will be able to counteract this behaviour and set the clear boundaries which will help to steer him along a very positive behavioural pathway. For the most part, the successful Tutor will find in him a delightful little boy with a mischievous sense of fun and an appetite for learning.

This role calls for a broadly able, calm and well-qualified educator who has experience working in top level private schools and is up-to-date on teaching pedagogies and values. The Tutor must be able to deliver the full range of primary subjects, and should have an exceptional track record in preparing students for the 10+ and 11+ exams. The Tutor must be comfortable working at the standards expected by the best London private schools, and have proven experience in the British private school curricula.

This role is as much about providing a positive role model and mentor for the children as it is about furthering their academic talents. The Tutor should aim to start slowly, spending time with both children and learning what motivates and entertains them before introducing increasingly targeted tasks. Where possible, the Tutor should use local resources as the basis of their lessons – perhaps a visit to an art exhibition could form the basis of work for that week, or maybe a trip to the local market or festival. Both Hong Kong and Beijing have plenty of extracurricular resources and events which can be incorporated in ways that educate the children without realising they are learning. Additionally, the children’s mother has a vast network of associates, including Olympic athletes and trainers, who could be called upon to add colour and inspiration to lessons.

The Tutor must be organised, efficient, and have an excellent eye for detail. They must have an exceptional education background, from a good private prep school through secondary institutions such as Eton, St Paul’s, Westminster, etc. before completing their studies at a top level British university. The Tutor must be a qualified teacher, with at least three years’ professional experience. It would be advantageous if he or she has prior experience teaching the Asian market in any context. EFL or international experience would also useful.

The ideal candidate will have a wide range of interests, and must be able to inspire a love of learning in the children. This role is best suited to someone who has a strong spirit of adventure and is uneasily fazed by new cultures. They should be happy to take advantage of their new location, embracing the opportunities that are presented to them perhaps by immersing themselves by learning the local language or a local instrument, such as the hulusi. They should be as excited to explore the region and its history as much as they are enthused by their role.

The successful candidate will be able to offer more than the minimum requirements of this position, must have been raised in a socially appropriate background and speak English with Received Pronunciation as a mother tongue. He or she will not only be an excellent educator, but also a good role model: educated and polished, with excellent manners and personal values. The Tutor will also be partly responsible for the children’s character education, teaching manners alongside virtues such as gratitude, community mindedness, resilience and respect for others. Although not mandatory, it would be a bonus to find Tutors whose personal interests encompass art or sports that can be shared and enjoyed by the whole family to extend the role beyond just academics.

The Tutor is expected to work with both students for an average of 40 hours a week with preparation time in addition. It is likely they will work two full, 12 hour days over the weekend and then after school three days a week from about 4pm until 8pm - 9pm. In addition, if there are school events that the children’s mother is unable to attend, the Tutor should go in her place.

Monday and Tuesday, or Tuesday and Wednesday, will be the Tutor’s ‘weekend’, though a degree of flexibility may be required. As far as possible, the Client will try to give the Tutor at least a week’s notice of when their ‘weekend’ break will be, but the Tutor must understand this is not always possible. Untaken weekend days that have accrued will also be compensated by a pro-rated payment in lieu.

During the parts of the day not set out above, the Tutor will be free to research and prepare as needed for the tutoring, but should not leave Hong Kong and therefore risk being late to work.

The Tutor will be entitled to a minimum of 9 weeks paid vacation per annum at times convenient to the Client.

The Client will provide accommodation suitable for an individual Tutor (this role is not suited to tutoring couples or families) and will cover all bills on this accommodation, except for the Tutor’s personal phone bills. The Client will cover all travel expenses associated with this role, as well as meals and food during any periods of travel.

The Tutor should not expect to have their own car while in Hong Kong as the public transport is very efficient. However, they will have access to a car where necessary.

The Tutor must be fit and healthy, a non-smoker.

The Tutor must ensure that he or she has the requisite travel and health insurance, has received the required vaccinations, and has the necessary visas.