The student, age 14, is a fun, friendly young man with an engaging sense of humour who learns best from teachers who clearly define boundaries and who are stern but not strict. He is bright and capable, but sometimes struggles with enthusiasm for academic learning. The Tutor must therefore be able to get the best of him from the ‘inside out’ while advancing his learning from the ‘outside in’.

He will be halfway through his two-year GCSE/IGCSE courses in September 2017 and will be preparing to sit a total of seven or eight subjects in the summer of 2018.

He enjoys a wide range of interests and sports and is well travelled. He will be a pleasure for an able educator to work with.

This role, one of two tutors who will work cooperatively, requires an enthusiastic Tutor capable of delivering GCSE level English, MFL and Religious Studies to an exemplary level. The Tutor will work alongside a colleague who will be teaching other subjects independently. The family use the time with Tutors as an opportunity to enjoy a higher quality of family life, which may include an element of travel in their plans for the year, including travelling to London for the 2018 summer exams. While teaching will mostly adhere to a timetable, the Tutor should be prepared for a degree of flexibility.

At this stage, the plan is to enrol the student in an English boarding school for his A levels. Therefore, experience with the entry requirements and procedures of good private schools in England on the part of one or both Tutors will be necessary, and both Tutors should be prepared to assist with this as required. Ultimately, the parents want to raise a well-adjusted, happy boy who has had a good, solid education and the time to follow his own interests, such as trail biking.

The Tutor will be responsible for teaching the student’s second I/GCSE year in English as a second language, English as a first language, and Religious Studies, as well as possibly bringing him up to I/GCSE level in Spanish. So far he has been following the Cambridge IGCSE English as a second language syllabus and the new AQA Religious Studies syllabus with specific focus on Buddhism and Hinduism. His experience with English as a first language has taken its trajectory from the revised AQA syllabus. The ability to continue his education using these syllabuses and areas of focus would clearly be advantageous.

The student began to construct a foundation in Spanish from 2013-16, though he discontinued the subject in 2016-17. He is currently working towards three science papers, but it may be that he takes a double award instead, freeing space to bring Spanish I/GCSE back in (a final decision will be taken on this point by the time tutoring begins in September). If this decision is taken, it will be the job of the Tutor to help him to re-access the language, building on his experience with the German IGCSE and Italian GCSE that he will have taken in Summer 2017, and to work towards I/GCSE exam success in 2018 with an eye to a possible A level in Sixth Form to follow.

In addition, and although he will have taken his IGCSE in German in June 2017, one of the two tutors must have native-level fluency in German to ensure that the student’s level of proficiency in his native language (particularly in reading and writing) is consolidated and advanced appropriately for his age, and suitably for a German A level at his future school. Options for continuing his German education could include the Goethe Institute Zertifikat B1 für Jugendliche, the Cambridge German as a first language IGCSE, or a head-start on A level content.

This role is based in Europe, so it is essential that non-European candidates for the position have full rights to domesticity in a European country.

This is a full-time position, and as far as possible, must follow a carefully planned timetable. The Tutor should expect to work up to an average of 40 hours per week. The Tutor will be entitled to two consecutive days off per week, normally at the weekend, but they may need to be flexible regarding the family’s travel plans and the children’s other activities.

Furnished accommodation will be arranged for the Tutors in all locations. This may be an apartment, house or guesthouse at the Client’s properties. It is likely that the Tutors will share the accommodation, but if this is the case the Client will ensure that the Tutors have their own bedrooms and, as far as possible, their own bathrooms.

If the Tutors are asked to accompany the Client on any travels, the Client will be responsible for all of the Tutors’ travel expenses and accommodation arrangements, but not their food or personal telephone usage.

The Tutors will have the use of a car for their local personal use. It is possible that this, like the accommodation, will be a shared resource.

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