The girls’ parents are well educated and informed and have a highly international outlook on life. They question the traditional wisdom that states that good exam results are the measure of a successful child, believing instead that the concept of success is fluid, and that a holistic education that balances academic achievement with life skills and a healthy dose of altruism may well result in the individual being happier and enjoying a higher quality of life. This is not to say that they do not value academia, but feel that the life of a child should not be a relentless pursuit for A grades, prestigious college places and glittering career prospects.

In a sense, the family are looking for the breadth and quality of education delivered in Britain in the 1970s and 80s, but without the brutality of the schooling system in place at the time. They like the idea of a renaissance-style education, where students have a wealth of knowledge at their fingertips, but believe this should be targeted to reflect the interests of their children and to reflect the needs of modern society. The parents believe in setting strong academic foundations, and are keen to explore the world of student-led theme-based learning.

The aim of this role is to find the balance between stretching the girls academically, encouraging in them a love of learning for the sake of learning itself, and introducing them to new interests and experiences. Both girls should be given the support and encouragement they need to grow into their own personalities and to explore their own interests as far as they can both academically and in their extra curricula endeavours.

There are two girls. Both are kind, funny, warm and engaging. The oldest currently attends a local Preparatory School where she has settled well, and is easily keeping pace with her peers. The school follows a curriculum that eventually prepares its students for the Cambridge International Exams (IGCSEs and A levels), but at primary level is somewhat less rigorous than its British mainland counterparts. She has the capacity to work at a higher level than is currently expected from her at school, and is likely to thrive in an academic environment where the she can learn according to her own interests and at her own pace. She does have some gaps in her knowledge, potentially because of the travelling and the inevitable disruption that has caused until now.

At 4 years old, the youngest girl is a charming and bright child. She has a sense of mischief which she regularly employs to annoy her sister – the two have developed a healthy rivalry which can be turned to great advantage by a skilful Tutor. As is often the case with younger siblings, she is the more determined. She has a strong personality and desire to keep pace with her older sister. She has recently started school, which she attends each morning.

Both girls are sporty – they are confident swimmers, play tennis, ski and have ballet lessons. They are happy, healthy children who enjoy being outdoors and active. There has been talk of introducing horse-riding lessons as well as music classes to their extra curricula activities, and doubtless both will take place in the course of time. The girls are charming, polite and will excel under the guidance of an experienced educator.

The girls come from a loving and supportive family who have homes in North America, Europe and The Bahamas. Their properties include a farm near Vancouver, a skiing base in Idaho, and a residence in Lugano. They keep a full retinue of staff as they travel between their properties, which maintains continuity and helps the family keep to an organised schedule. Indeed, the family and staff operate as a cohesive unit whilst maintaining professional boundaries and it is important that the Tutor integrates smoothly into this team.

Although based mainly in The Bahamas, the family often travel to their various properties, and would like to continue doing so throughout their children’s education. The Tutor’s role will therefore be two-fold. While the family are in The Bahamas, the older girl will continue to attend school for approximately two days per week (joined by her younger sister when she is old enough) and the Tutor’s role will be one of after-school support and extension. This could include helping the children with homework, practicing skills such as reading and multiplication tables, helping with art projects, or sourcing suitable documentaries. For the most part, the Tutor should aim to spend time with the children doing enrichment activities; playing educationally based games, and generally helping to keep the children entertained and occupied in a positive, active and inspiring way.

The older girll's main education whilst in The Bahamas will be the home schooling provided by the Tutor for the remaining three days per week.

The Tutor will also spend about an hour with the youngest each afternoon after her nap. This time will have a maths focus, but not an exclusive one.

While travelling, the Tutor must provide a full-time home schooling program for the children in concert with any materials provided through the school. The Tutor is expected to liaise with the school during these times, blending the school’s curriculum with their own lessons and extension exercises to ensure that the children get the best possible experience from their time away from the classroom. It is essential that the children not get ahead of the school in the subjects they cover there, so that reintegration is as smooth as possible when they return to The Bahamas. But there is no reason to stop the Tutor from expanding freely into subjects not yet covered by the school. The Tutor will be in charge of designing and implementing their own timetable, and it is anticipated that he or she will spend a couple of hours a day with the girls individually before working with them both on an activity in the afternoons.

Teaching in a variety of locations offers able tutors unparalleled opportunities to illuminate the standard curriculum and enhance the learning experience in ways that should make this experience for both children something special that they reflect on fondly and look forward to with excitement. The Tutor should use the local environments as resources, incorporating trips to museums, art galleries, theatre performances and sites of local interest as much as possible.

The Tutor will need to be well organised, flexible and adaptable. Although the family will try to maintain a routine, there may be occasions where their location dictates the content of the days’ lessons. For example, if they are near a site of historic or geological importance, the Tutor should incorporate that site into their lessons. Alternatively, if there is particularly good snow on a mountain one day, it may be decided to take the lessons outdoors and learn about the different states of water while building a snowman or trying out skiing. It is important the Tutor accommodate these occasional interruptions, even to join in with the family, and certainly never to complain.

The successful candidate for this role will need to be upbeat, inspirational and have plenty of energy. They will be able to build good working relationships with the teachers at the school as well as being highly competent in curriculum design, creative and imaginative. The parents are keen for the girls to learn one or more of the Romance languages (French, Italian or Spanish). They also like the discipline required for learning Latin, a language they are not overly concerned with otherwise. It would be helpful if the Tutor also have musical ability, preferably with a stringed instrument.

This role requires a resourceful, intelligent and knowledgeable educator who is relaxed and easy-going with a sunny disposition on the one hand while firm, encouraging, and directed on the other. They should set a good example for the children through their behaviour and conduct as much as through their academic abilities. It is important that the Tutor remembers that although the family and working environment may be relaxed compared to formal schooling in somewhere like London, it is essential to remain professional at all times and respectful of the family’s expectations and privacy.

The Tutor should be a well-educated individual with a wide range of interests and broad subject knowledge. Both parents are very well read and are well informed about many subjects including education theory. They are people who take the time to do their research and critically analyse the information they find, so it is important that the successful Tutor has a thorough understanding of current practices, and is able to explain their professional rationale, keep themselves up to date with how educational standards are evolving.

The Tutor should be eloquent, able to explain concepts simply and able to inspire with his or her enthusiasm for any given subject. He or she should have a wide knowledge base and a range of extra-curricular skills and interests that they can share with the family. The Tutor should be a natural communicator with a kind and caring disposition.

The Tutor is expected to work up to an average of 40 hours per week contact time, with preparation time in addition. For the most part the hours will follow a stable timetable agreed with the parents, but the Tutor should also allow for flexibility, especially regarding travel. The tutoring periods are not expected to be all formal study and should include excursions, periods of outdoor activities and plenty of hands-on project work. There should also be periods of formal one-on-one study to develop good independent study habits. Travel time does not form part of the tutoring time unless tutoring takes place while traveling.

The Tutor will normally get two consecutive days off per week, but this will not always be possible due to travel commitments. Also, the Tutor should be aware that days off may not be the same days from week to week. Flexibility in this regard is essential.

The Tutor has a minimum of nine weeks paid vacation per annum as per the Terms. These will be taken at times convenient to the Client. The Tutor is expected to work on any public holidays Monday-Friday that are not part of the arranged vacation periods.

While in The Bahamas, the Client will provide private, furnished accommodation within their family property

The Client will pay for all bills on this accommodation, except for the Tutor’s personal phone bills. The Tutor will be provided with a car for his or her personal use. The Tutor will be responsible for their own food and will be provided with suitable preparation facilities. Meals that take place during tutoring time will be the responsibility of the Client.

While travelling, the Client will provide accommodation for the Tutor. This may take the form of a short term furnished let, periods in accommodation on the family property, hotel, or apartment hotels. Such arrangements are likely to vary from time to time and the Tutor should be flexible and helpful regarding these arrangements. Access to a private car may not always be possible, nor might it always be appropriate. Wherever a car is not available the Client will provide an alternative form of transport, which could include a moped or bicycle, or cover the cost of public transport.

Although the position is located predominantly in The Bahamas and the family will likely be there for four to eight months of the year, there will also be frequent periods of travel to the family’s other homes. The Tutor will therefore need to ensure that he or she has the requisite travel and health insurance, has received the required vaccinations, and has the necessary visas.

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

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 bright and warm character yet also be a serious educator who understands his or her responsibility in this important role.