The main focus of this role is the family’s eldest daughter. At 18, she has already become an accomplished equestrian with dressage. She clearly excels in her sport and has been short-listed to enter international competitions. She is a dedicated sportswoman, but whilst her career on the dressage circuit has flourished, this has previously been at the expense of her academic performance.

Throughout the academic year 2017-18, she attended an international school and had to balance the first year of her IB Diploma Programme with an intense dressage training and competition regime. She had achieved perfect grades throughout the IB MYP in grades 9 and 10, but with the increased workload of grade 11, she found it impossible to balance her academic duties with her dressage training.

The split in her focus between riding and schoolwork resulted in a deterioration in her grades. She used to achieve perfect scores, but in grade 11 she consistently achieved 5s and 6s instead of 7s. While these would be considered good grades for many and are a testament to how bright and motivated the student was academically, they were not sufficient for her to achieve her academic ambitions. She hopes to be accepted atone of the most prestigious universities, so it is imperative that she continued to achieve top grades across the board. Indeed, given the pressure she puts upon herself to succeed, the slip in her grades had a negative impact on her riding, and the family were concerned that she was placing herself under too much pressure to achieve her potential in either the academic or equestrian spheres of her life.

In order to remedy this, and to help reduce the stress of fitting training in around a rigid school timetable, the student and her family chose at the end of grade 11 to switch to home-schooling. Since September 2019 she has received full-time tutoring from two Tutors (from Tutors International) who have been responsible for humanities, maths and sciences. Her schooling has since followed the International A Level curriculum (and not, as at her previous school, the IBDP). This arrangement has provided the opportunity for a flexible lessons timetable and helped her to receive the tuition she needs while being able to schedule training as it suits her and her trainer. Last year she sat AS Level Mathematics, Physics and English Literature, as well as the complete A Level in German. She achieved mixed results, with a high A in German and A-Cs in her other papers. She will be re-sitting the subjects she did less well in, and has added Spanish A level from the start of this academic year.

The student is an exemplary young lady. She is bright, engaging, curious, and hard working. She has almost flawless English and a certain determination about her that will likely see her go far. She is mature for her age, disciplined, and eager to do well in both her equestrian and academic career.

The family have younger children. At 13 years old, it looks likely that their next daughter will follow in her older sister’s footsteps. She is already accompanying her older sister to some competitions and is a talented dressage rider in her own right. At this stage in her academic career however, and being equally as bright as her older sister, she has little trouble staying on top of her schoolwork. That said, there are occasions when the Tutors can assist her with her homework to ensure that she stays on track and that her academic foundations are solidly in place before beginning any post 16 studies. The current Tutors have helped the younger daughter largely on an as-needs basis, providing support with homework and preparation for assessments as they come up. They have also encouraged her to see them at least once a week for a ‘check in’ session to ensure everything is going smoothly with her studies. Last year she typically received 5s and 6s across the range of subjects and was happy with these results.

The next girl, aged 14, has also been receiving tuition from both Tutors. While she does not participate in equestrian sports, she has a range of hobbies and regularly attends extra-curricular activities, such as ballet lessons. The Tutors have also helped her with homework tasks and assessment preparation, particularly when she has requested this. As with her sister, the Tutors have encouraged her to attend a lesson with them at least once a week.

On occasion, the Tutors have also been asked by the girls’ parents to join them at parent-teacher meetings at school. The Tutors have been in contact with the younger girls’ teachers via E-mail and through these face to face meetings, in order to ensure that they are informed about the curriculum and the school’s expectations of the girls in relation to each subject. It should also be mentioned that one challenge faced by the Tutors last year was an unwillingness, at times, in both younger girls to attend after-school sessions. Following discussions with the girls and their parents, they tried a number of models for structuring and scheduling the lessons. Most recently they have agreed upon the model described: lessons are scheduled in the days before homework tasks and assessments are due, with a minimum of one weekly ‘check in’ session. The Tutors will continue to be responsible for finding ways to engage the younger girls in their studies and helping them to feel that their after-school lessons are beneficial.

The Tutor for this role (MUN-0919 E) will be half of a team of two Tutors and is tasked with delivering the English Literature and contributing to the Spanish A level.

The Tutor will be responsible for continuing her tuition in English Literature. In June of this year she sat the two AS Level papers in Post-2000 Poetry & Prose and Drama. Her results were lower than expected, namely a D and a C respectively. The outgoing Tutor has requested a remark and copies of the scripts from Edexcel and, once these have been received, will help her to decide how to proceed with her English Literature studies. It may be that she resits one or both of these papers in January 2020, then continues with the A2 curriculum, or that she decides to switch to a different course entirely, such as the UK A Level in ether English Literature or combined English Language & Literature. The incoming Tutor should be flexible and ready for any of these options.

In addition, the Tutor should, if possible, offer lessons in German Language & Literature. It is possible that Elisabeth will apply to study at a University in Germany and so she is still receiving regular tuition in German. This is not essential though. The curriculum is currently flexible, as it does not follow an exam-based syllabus, and consists instead of a range of elements covering German history and politics, current social and economic topics of interest to the student and some work on literature, including an overview of literary movements in the language.

The Tutor could also offer lessons in the student’s other subjects, particularly Spanish, which is currently taught by her Maths & Sciences Tutor.

This role calls for an able, calm and well-qualified educator who can deliver the necessary A Level subjects to a high level. She or he should have an excellent academic record, a passion for learning and a deep-seated enthusiasm for sharing knowledge. The student is not aiming at mediocrity; the goal is get top grades in all subjects. The Tutor must be highly organised and be an excellent record keeper. They should be able to provide evidence of the work covered and to what level, should future university applications require additional assurance that standards have been maintained. Tutors who have some understanding of the IBDP will be at an advantage, since they will have an insight into the work the student has covered in the previous academic year and thereby avoid unnecessary repetition.

The student’s demanding training schedule means that she travels weekly to another city for intensive dressage sessions. This entails a one-hour flight in each direction plus travel to and an overnight stay at the stables. This year it is envisaged that at least one of the two Tutors will travel with her each week, fitting lessons into the time she does not spend training. There is also some opportunity for lessons conducted via Skype, but the student has expressed a preference for in-person lessons. In addition, the student often travels to and from competitions, which typically take up a long weekend from Thursday afternoon to Sunday. Given the uncertain nature of competitions, the Tutor must be very flexible in this regard, choosing their lesson times carefully around the demands of the competition, and being open to last minute changes in schedule.

Together, the Tutors will be responsible for planning the programme of study, setting a timetable, delivering lessons and assessing mastery. There is a balance to be struck between maintaining a steady routine, but also being flexible enough to embrace any changes that the family make in terms of travel plans. The Tutor should be able to adapt her or his teaching plans at short notice, and should relish the challenges associated with teaching lessons in different surroundings.

The Tutor should be an interesting and erudite individual, open-minded, well-travelled and well versed in pedagogic theory. 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. It would be a bonus to find Tutors who can bring extracurricular activities or skills that can be shared and enjoyed by the whole family, such as drawing, music, or debate.

This role clearly has a large equestrian element to it, and both Tutors must be comfortable working in an environment where they will come into contact with animals. There is a designated schoolroom at home, and where possible during travel other designated spaces are provided. 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 travel abroad. 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.

The Tutor will typically have about 20 hours over 4-5 days each week contact time with the student, with preparation in addition. The timetable must be established with reference to any extracurricular activities and travel arrangements and be flexible enough to accommodate unexpected changes. In addition, the Tutor should expect to spend a minimum of 45 minutes with each of the younger two sisters, though this can be more when additional help is required with a certain piece of homework or school assessment.

The Tutor is entitled to two consecutive days off per week but should not always expect these to occur at weekends or to be regular in their timing. As far as possible the Client will try to give the Tutor at least two weeks’ notice of when their ‘weekend’ break will be, but the Tutor must understand this is not always possible. The standard minimum 9 weeks (45 working days) of paid vacation allowance applies to this contract, with these breaks being taken at times convenient to the Client.

Any untaken vacation allowance or untaken weekend days that have accrued will be compensated by payment in lieu at a pro-rated day rate.

The Tutor will be provided with furnished accommodation suitable for a couple in Munich. The rent, utilities and Internet on this apartment will be arranged and paid for by the Client. The classroom forms part of the Tutor’s accommodation.

The Client is not responsible for the Tutor’s personal phone bills, or personal fuel usage.

The Tutor will be reimbursed for all local public transport and any travels costs incurred while travelling with the family. The Client is not responsible for the costs of personal travel when the Tutor is taking paid vacation beyond the requirements regarding flights to the Tutor’s place of normal residence as set out in the Terms.

The successful candidate will be able to offer more than the minimum requirements of this position and must have been raised in a socially appropriate background. 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 should be fit and healthy, a non-smoker.