Reasons to be cheerful about arts education

Laura McInerney is an Education Journalist and Co-Founder of Teacher Tapp. As a former teacher and editor of Schools Week, she has spent over 12 years on the frontline of education policy and interviewed over 60 top education names – from Dylan Wiliam to Carol Dweck to Amanda Spielman.

Last year Laura co-founded Teacher Tapp, the daily survey tool with over 5,000 users. Each day it reveals new insights into teachers’ lives and their needs, wants and desires. Below, Laura explains the reasons to be cheerful about arts education.

It is easy to believe that now is a bad time for creative arts education. School funding is squeezed, the government seem hell-bent on a ‘knowledge-based’ curriculum, a world full of robots seems ever closer (both literally and metaphorically).

But what if this idea is wrong? After all, creativity is needed most in the darkest corners of the world. There’s a reason why run-down areas are first inhabited by artists. It’s because they see possibility. They see beyond the bleakness and imagine what can be instead.

With that in mind let me give you three reasons to be cheerful about creative education. Not based on whim, but based on a data-project we first developed 18 months ago called ‘Teacher Tapp’, an app which allows us to see into the lives of 2,500 teachers every single day.

The concept is simple: every 24 hours, at 3.30pm, three questions are pinged to the panellists’ mobile phones asking about some aspect of their day. Where they ate their lunch, views on pay, or perhaps a question about curriculum. With over 1.5 million data points we are able to get under the skin of what teachers think and feel about issues.

So where are they on creativity? And why should you be cheerful?

First, not all teachers think similarly and many do not agree with the government’s focus on traditional subjects while sidelining those considered more ‘creative’. For example, when we asked if teachers felt reading ought to get more time in schools than creative arts – something we thought might be universally agreed upon – we were in for a surprise. Half of teachers felt the two subjects actually should get equal time in the classroom.

Secondly, some subject teachers are more natural allies of a creative teaching approach. It is dull to split the world into two camps – traditional, ‘knowledge-focused’ teachers and those of a more progressive, child-centred and ‘creative’ persuasion. But our analysis suggests teachers do tend to think of themselves as being one or the other, with science and primary teachers more on the progressive end and maths and modern languages teachers on the traditionalist end. Secondary teachers who do creative/arts subjects actually fall in between the two!

Hence, if you’re working with schools on cross-curricular projects it may be worth targeting those subjects more likely to empathise with a creative approach than trying to bang your head against a traditionalist maths brick wall. That said, we found there are teachers of all persuasions in all subjects. Teachers are very diverse on most opinion metrics. Don’t be disheartened if the first teacher you meet isn’t into a project; chances are, someone else will be.

Another open goal for arts education, in particular, is that it’s been poorly served by traditional resources. When we ask teachers about textbook use, arts teachers are the least likely to use or want them. However, this doesn’t mean teachers are happy wafting about in a world without teaching resources.

Imagine you are an arts teacher and your head offers you the cash to purchase one of the following: textbooks, worksheets, or an Artificial Intelligence chatbot. Which would you buy for your pupils? Arts teachers were the most likely of all secondary colleagues to select the chatbot! At first this seemed counter-intuitive. Surely robots can’t teach young people how to create? Then we figured that it might simply be a punt by arts teachers on something new. If textbooks and worksheets have failed in the past, better to try a new technology? But the more I’ve spoken to people in the sector the more I’ve come to the conclusion that the willingness of creative educators to try new things and to use methods they know their students will enjoy is what makes chatbots so persuasive for creative arts.

Sadly, I don’t know many companies who are using this knowledge. Tech groups are falling over themselves to teach children to read, or write, or do maths. A few organisations are trying to help children create through coding, or 3-D printing – and this is a step forward – but where are the companies creating products to help children write poetry or learn to dance? Those could be real game-changers for creative education, especially if children can cheaply access the products at home.

Finally, the budget situation in schools is bleak, and isn’t to be celebrated, but it does leave space for FE colleges and third sector providers to work collaboratively with schools. Ten years ago, when schools were awash with cash, there was a great deal of cross-sector working. As austerity took hold, and the government took vocational qualifications out of the league tables, many of these partnerships withered. Desperate times prompt radical thinking, however.

To control budgets some schools are cutting back the working week. A handful of primary schools have already dropped Friday afternoons, and several others are mooting having Fridays be delivered by external partners. When we asked primary teachers which one subject they would most like to hand off to a specialist we were convinced they would say maths, as we are commonly told this is what they struggle with most. Completely wrong! Only 8% of teachers said they would like to hand over their maths teacher to someone else. A whopping 64% picked PE and creative arts. The “fun stuff” that primary teachers are said to love is, in fact, not so fun for them.

Putting aside the fact this shows a dispiriting lack of confidence in practical subjects among primary teachers, it does highlight the possible space that arts groups can move into. Secondary schools are increasingly cutting back on music and dance teachers in order to save money on staffing. Could arts educators, from across the sector, step in and be the supplement? FE Colleges seem particularly well-placed to share their staff in ways that could be financially helpful for both parties.

In an ideal world, of course, this wouldn’t be needed. There would be enough cash for every child to access a wealth of arts within school and there would be lots of resources for every subject. But when the real world comes calling, the artists are the first to dig in. You can be the light in the dark corners. The possibilities are just waiting to be seen.

 

Contextual and theoretical studies with The Design Museum

Photo from CPD event at the Design Museum

Last August, UAL Awarding Body hosted a successful Continuing Professional Development (CPD) event in partnership with the Design Museum. Alexandra Antonopoulou facilitated the event at the Design Museum and provides more information about the event below along with tips on how to make exhibitions a central medium to inspire contextual studies.

The background
Teaching Contextual and Theoretical studies (CTS) in Art and Design, we often come across students that may question the application of academic writing and theory in their future careers as art and design practitioners.  In response, we, as academics, come up with methods that allow them to experience that the capability of forming critical arguments is not only part of designers, artists and communicators’ practice but also part of leading a sustainable everyday life.

The gallery as a prompt for research and analysis
When encouraging students to read, research and write, it is often challenging to exclusively rely on classroom-based activities.  In fact, alternative learning spaces such as museums and galleries can hugely contribute to CTS teaching and learning. The gallery allows both tutors and students to enter in an equal role, that of the visitor-learner, disrupting the conventional teacher-learner dynamics that are often assumed in a classroom setting. In this sense, the gallery becomes a free space that facilitates students to critique and speak up their minds. Deconstructing art while pretending to be an art critic, speed drawing, surrealist games and creative writing; they have all been fun ways to explore the body as a conductive medium of criticality and foster theoretical analysis during and after a gallery visit.

The gallery as a learning space for teachers and students
Equally the gallery is a space that can inspire curriculum planning. The latest UAL awarding body CPD day at the ‘Hope to Nope’, the Design Museum’s fascinating political graphics exhibition, allowed the educators to think about their tutor personas, unpack the political nature of CTS and collectively come up with gallery-based briefs. What became apparent is that by considering the gallery as a political space offers plenty of opportunities to nurture curriculum development as well as students’ critical reflection skills.

Spotlight on… Level 3 Applied General at City of Liverpool College

Work created by a student while completing the Level 3 Applied General

City of Liverpool College delivers the UAL Level 3 Applied General Diploma Art & Design – Fashion specialism. They have approximately 39 students enrolled on this qualification and have been working with UAL Awarding Body for five years.

The City of Liverpool College (COLCC) is a leader in providing high-quality skills and education, delivering opportunities for growth to people and businesses in the Liverpool City Region and beyond.

UAL Awarding Body met with Jan Schofield at The City of Liverpool College to find out more about why they enjoy working with us.

How did you end up working with UAL Awarding Body?
We previously worked with a different awarding organisation, but due to changes made to the specifications and funding constraints we decided to switch to UAL Awarding body in 2017, when the UAL Level 3 Applied general was offered as a pilot programme.

How has delivering a UAL Awarding Body qualification impacted your students?
Students have independence and the ability to develop and nurture their own ideas and skills.

The course being studied by the students was part of a pilot programme developed by UAL Awarding body, with only 5 colleges nationally piloting the programme in 2017/18. The programme – UAL Level 3 Applied General Diploma in Art & Design (Fashion) – is one of the first programmes developed by the UAL Awarding body to be included in performance tables.

As part of the course, students develop skills in visual language, contextual studies, reflective and evaluative skills, problem-solving and a range of practical skills relating to the fashion specialism. Students produce records of all their work digitally and this format is used to inform external moderation and build student portfolios. In the first year of delivery, the programme achieved a 100% success rate.

Tell us about some of the projects that your students carry out while they complete this qualification?
Fashion and design students at The City of Liverpool College were challenged to create a reconstructed couture dress for the Miss Liverpool competition – a Qualifying Heat of Miss England held annually – to feature in the Eco-Friendly round, which replaces the traditional swimwear section. For the last five years, students at The City of Liverpool College have produced innovative designs which have been judged by the organiser, with the winning design being taken forward to this Miss England competition in Nottingham at the start of September.

Using the theme of ‘disruption’, students were asked to work with a Miss Liverpool contestant to design and produce a recycled garment using materials not usually used in fashion.

Mohamed Al-Geradi, fashion and design student at The City of Liverpool College, saw his garment make it through to the Miss England competition. (insert photo)

What advice would you give to other Centres that are unsure of delivering a UAL Awarding Body qualification?
The new Applied General Qualification is brilliant as it can include more students. It has been very successfully delivered here this past academic year.

Spotlight on… Andy Sankey, Chief Examiner for Music, Performance & Production

Tell us about your role at UAL Awarding Body and what it involves.

The role is varied but to summarise it the purpose is to work with Senior Moderators and External Moderators to ensure academic and assessment national standards are being achieved, assessed and delivered accordingly. Lead various training and seminar events including; development groups, delivery group meetings, standardisation events, subject conferences, sharing good practice events etc. with an aim to support and build relationships with Centres and delivery teams working with them and the UAL awarding body teams to develop and produce high quality, innovative and sustainable qualifications.

How long have you worked at UAL Awarding Body and what was your previous role?

I started working with UALab in 2014 and before this I was the Curriculum Development Manager at a large FE college.

What is your proudest moment at UAL Awarding Body?

Developing a qualification and supporting centres to help them develop and deliver engaging and realistic curriculums and then to experience this happen across the country and influence hundreds of students and get positive feedback from your peers and students.

What is your favourite thing about working for UAL Awarding Body?

A chance to develop, support and positively influence the delivery of music qualifications.

If you were stuck on an island what three things would you bring?

Solar powered iPod
Swiss Army Knife
Ukulele

If given a chance, who would you like to be for a day?

I would want to be the Minister for Education, to ensure true diversity and equality is implemented within education.

What would it surprise people to know about you?

I started my career as a session guitarist and have released two albums a collaborative album with Ray Brown titled Never to Fade and solo instrumental album titled Marked Card. I have recently released a single – Hummingbird and continue to perform this and other original songs and arrangements with Chloe Hazel in an acoustic duo called Scarlet Coast, I also perform as a solo ukulele instrumentalist nationally and internationally. I have published composition which are used for TV, radio and film including; National Geographic, BBC, Absolute Radio, ITV, LCN etc. I write and review for magazines and have written academic papers on various subjects including; Acoustic Ecology and Baroque Composers and Musicians. All albums and singles available on the usual digital download and streaming sites, you will find more about me and my music here: http://www.andysankeymusic.com

What is your favourite place in the world?

Where my family and dogs are, preferably outside in the sun, maybe on that island I am stuck on…

Spotlight on… Matthew Moseley, Chief Examiner for Level 3 Art & Design and Short Courses

Tell us about your role at UAL Awarding Body and what it involves.

My role at UAL Awarding Body is as Chief Examiner for Level 3 Art & Design and Short Courses. As a Chief Examiner, I am responsible for the quality assurance and standards setting for all UAL Level 3 Art & Design and Short Course provision delivered at our approved Centres. This quality assurance may come in many forms, from setting the expectations and standards of assessment and grading, to working directly with course teams and individuals to develop, support and share practice. At the heart of all of this work is the most important of UAL Awarding Body’s customers; the student. The core intention of all Chief Examiner work is to empower and equip Centres to offer the most expansive and positive learning experience to their students.

Alongside this academic standards work, Chief Examiners enjoy a multi finger/pie working life, collaborating closely with all UAL Awarding Body departments in activities including (but not limited to) new centre approval visits, events delivery and qualification development.

How long have you worked at UAL Awarding Body and what was your previous role?

I have been working for UAL Awarding Body for 20 months now. I have had many career incarnations before I answered my chiefly calling. My CV includes, green grocer, carpenter’s labourer, barman, tapas chef, t-shirt designer, printmaker and teacher. Most notably I was a Programme Leader at UAL Awarding Body approved centre Suffolk New College for 7 years. During this time, I managed areas including Art & Design, Performing Arts, Media, Games Design and Learning for Independence. Through this period, I learned a great deal about teaching, creative arts education, education in general, teenagers, parents, staff management, sausage rolls and trainers.

What is your proudest moment at UAL Awarding Body?

My proudest moment at UAL Awarding Body has been all of it; from getting the job of Chief Examiner to the parent email about UCAS points I sent yesterday. For me, achieving a role at UAL represents recognition for the years of hard work, skills development, grit and determination ploughing my trade as a creative educator. I see UAL as the flagship creative arts education institution in the world, and to have the opportunity to work in and amongst these great Universities brings me tremendous pride every single day.

What is your favourite thing about working for UAL Awarding Body?

My favourite things about working at UAL Awarding Body are:

  1. The opportunity to have a direct and meaningful impact on the creative education of thousands of budding artists and designers. I fundamentally believe in the transformative nature of creative arts education, and to have a say in the content and direction of Art & Design education means a great deal to me.
  2. The people I work with. I am a people person and I very much draw my enjoyment at work from the professional and social interactions I have with my colleagues. I find everyone at the Awarding Body to be a talented and inspiring personality in their own right and I genuinely look forward to my days in office to see them all.

 

If you were stuck on an island what three things would you bring?

  1. A magic sandwich making machine as sandwiches are my favourite food group
  2. My son Beau, as there is never a dull moment when he is around
  3. A boxfresh pair of air max 1’s, as you don’t want to be caught repping a dodgy pair of palm leaf sandals when the rescuers turn up.

 

If given a chance, who would you like to be for a day?

As a child, my dream jobs included; magician, actor, pilot, astronaut, truck driver, doctor, lawyer, footballer, artist. When I was about 6 I started designing my own versions of my favourite trainers, so for a day I would like to work with Tinker Hatfield designing my own signature Nike shoe. That would be a bit of a dream come true.

What would surprise people to know about you?

That I am a relatively accomplished juggler and I have performed in a contemporary dance performance three times to more than a thousand people.

What is your favourite place in the world?

My favourite place in the world is Christchurch Park in Ipswich. Ipswich is my home town and is a place with its highs and lows. In the middle of the town, there is a beautiful park which are the gardens of a Tudor mansion. This place has punctuated so many important and happy memories for me. I go there at least once a week every week, and still it brings me immense joy.

Sarah Atkinson to join government’s T-Levels panel

UAL Awarding Body is delighted to announce that their Head of Academic Standards, Sarah Atkinson, has secured a place on the Department for Education’s (DfE) new T-Level employer panel – for Craft and Design.

The government’s plans to overhaul technical education with T-Levels which are 2-year technical study programmes for 16 to 19 year olds. T-Levels will include a qualification and an industry placement.

The employer-led panels will develop new standards to help shape the technical routes – with these standards underpinning both the T-Levels and apprenticeships.

The employer panels are made up of experienced professionals working in industry or a profession and are intended to provide government and, in the future, the Institute for Apprenticeships and Technical Education (IFATE) with independent, professional advice.

In total the DfE has unveiled nine new panels which will work towards the T Levels that are due to start in 2022, to join the 16 existing T-level panels for the 2020 cohort.

Sarah said: “UAL is delighted to be involved with the development of T levels, which will provide a new and valuable route into employment in a number of specific occupations in the creative industries. They will form part of a broader offer, alongside successful A Level and Applied General qualifications, which will meet the needs of young people wishing to progress into employment or into higher education.”

 

Spotlight on… Jakki Rossiter, Events Coordinator

Tell us about your role at UAL Awarding Body and what it involves.

As the Events Coordinator I manage the planning, coordination, delivery and evaluation of the annual cycle of UAL Awarding Body; conferences, arts festivals, performance events, exhibitions, delivery and training events. It is a very diverse role with lots of exciting projects happening throughout the year.

How long have you worked at UAL Awarding Body and what was your previous role?

I have worked at the Awarding Body for 3 years. Prior to that, I worked at a private country club designing and managing special events for various clients, thanks to this position I know the wedding industry like the back of my hand (which comes in handy when you are planning your own!)

What is your proudest moment at UAL Awarding Body?

When we successfully held the first UAL Awarding Body Creative Arts Festival, it was a cross collaboration event and showcased the depth and breadth of student work from all levels. On display were a range of paintings, drawings, sculptures, videos and fashion work, complemented by a programme of music and performing arts. In particular the private view opening event was brilliant, it’s so rewarding to see how excited and proud the students are to have the opportunity to be involved in this marvellous event!

What is your favourite thing about working for UAL Awarding Body?

I really enjoy the variety of my role; no two days are the same in the events department. One day I can be venue searching around London for a quirky exhibition venue and the next I can be half way up the country at a college planning a standardisation event agenda.

If you were stuck on an island what three things would you bring?

My fiancé, my bunny and an endless supply of Mexican food.

If given a chance, who would you like to be for a day?

Sir David Attenborough, first, he has seen some of the most beautiful places on the planet. Second, I would just talk to myself all day because I love the sound of his voice!

What would it surprise people to know about you?

I grew up in the world of theatre and have performed in over forty musicals and plays on stage. I was the child at school whose appearance changed every few months depending on what show I was in, I will never forget having to use temporary black hair dye whilst performing in The King and I, I was glad when that show was over!

What is your favourite place in the world?

Maasia Mara National Reserve in Kenya, truly the most amazing place I’ve ever been! Nothing like waking up in the morning and walking out your lodge to be greeted by a wild elephant family standing metres away from you.

Back to school tips from our Chief Examiners

Student and tutor at BMet. Photo by Liz Carrington

Hoping to start the new academic year with a bang? Here are some top back to school tips from UAL Awarding Body Chief examiners to help you get the new school year off to a great start.

  1. Energy
    Start things off with a bang. Build in a few short, snappy, vibrant and exciting projects that get the students moving straight away. Get them producing some work to be proud of, working together and setting the pace and momentum for the year.
  2. Professionalism
    Set the level of professional expectation for the course early. Give initial projects a really strong vocational grounding to get the students dreaming of their perfect career. Get the students to start referring to themselves as an artist/designer/performer/professional from day one. We are preparing them for the world of work after all.
  3. Research
    Get started on research early. Build in wide-ranging research methods and methodologies from the start. Give them a rich and contemporary reading list to establish their contextual knowledge foundations: then get them off the internet and talking to one another, conduct interviews, surveying and going out into the community/world to gather information for themselves. Get them exploring and adventuring. An exciting trip or excursion in the first couple of weeks is always good to wet their appetites.
  4. Analysis & evaluation
    Your students WILL need up-skilling in this area. They need to know how to use personal, individualised, continuous reflection and evaluation to develop themselves and their work. This is a hard skill so give them examples of good practice, introduce them to wide-ranging techniques, set the expectation and then stick to it. Build it into every project to make it ‘just part of the process’.

Origins Creative Arts Festival 2018

people browsing Origins Creative Arts Festival 2018 work

Guests at the private view browse the wide selection of work on display at Origins Creative Arts Festival 2018

From 2-5 August, UAL Awarding Body took over Bargehouse, Oxo Tower Wharf on London’s South Bank to reveal selected work from some of the UK’s most talented Further Education students studying UAL Awarding Body qualifications across the creative arts.

This is the first time that UAL Awarding Body has showcased work across all of its disciplines forming the Awarding Body’s first-ever creative arts festival.

Private view guests were entertained with live music performances from Jasmine Canham, West Suffolk College, Changing Currents, Northbrook Met, and BRUCH, Academy of Contemporary Music.

We would like to thank Helen Marriage, Director of Artichoke for delivering an inspiring presentation at our private view and for presenting prizes during our awards ceremony.

Congratulations to all students that performed or exhibited their work at Origins Creative Arts Festival as well as the following students that received prizes for their outstanding work.

Origins Creative Arts Festival 2018 Music Performance and Production prize winner, BRUCH

BRUCH, Academy of Contemporary Music, Level 3 Diploma and Extended Diploma in Music Performance and Production.

Origins Creative Arts Festival 2018 Performing and Production Arts prize winner, James Hopwood

James Hopwood, Conservatoire East, West Suffolk College, Maya Knight , Buckinghamshire College Group and William Ireton, Harlow College for demonstrating exceptional commitment to their Performing Arts work.

“Smile” by Jake Kevlin prize winner for Level 1 Art and Design

Jake Kevlin, Reigate School of Art, Level 1 Art and Design, for sophisticated use of print technique in their piece titled “Smile”.

“Improper” by Rio Ordoyno, prize winner for Level 2 Art and Design

Rio Ordoyno, Nescot College, Level 2 Art and Design, for fashion explored through textiles in their piece “Improper”.

Level 3 Diploma and Extended Diploma in Art and Design prize winner, Maya Edwards with her piece titled “Index of matter”

Maya Edwards, Leeds Arts University, Level 3 Diploma and Extended Diploma in Art and Design for her sophisticated and challenging conceptual investigation in her piece titled “Index of Matter”, which was realised to a very high standard.

Level 3 and Level 4 Diploma in Art and Design – Foundation Studies prize winner, Poppy Sullivan with her piece “The Wapping Regeneration Project”

Poppy Sullivan, UCA, Level 3 and Level 4 Diploma in Art and Design – Foundation Studies, for “The Wapping Regeneration Project” – a social innovation project showing the sophistication of concept and skills.

Level 3 and Level 4 Diploma in Art and Design – Foundation Studies prize winner, Maya Coleburn with her piece ” For summer is a-come unto day”

Maya Coleburn, Bristol School of Art, Level 3 and Level 4 Diploma in Art and Design – Foundation, for her piece titled “For summer is a-come unto day” – a piece comprising of large totemic structures made from recycled inner tubes.

Amy Parrack, City College Norwich, Level 3 Diploma and Extended Diploma in Creative Media, for her documentary titled “My Authentic Self” that explores transgender issues.

Zachariah Roper, Colchester Institute, Level 3 Diploma and Extended Diploma in Creative Media, for his music video inspired by Saul Bass’ set to a Coldplay track.

Level 3 Diploma Fashion Business and Retail prize winner, Caitlin Do, with her work

Caitin Do, Fashion Retail Academy, Level 3 Diploma Fashion Business and Retail, for her magazine ollection titled “mAPS7 – mUSIC aRT pUBLISH sPACE gLOBAL cONTINENTS”, which was contemporary and Fashion Forward. Caitlin has developed a strong aesthetic through photography and graphic design.

Spotlight on… Maisie James, Engagement and Experience Manager

Tell us about your role at UAL Awarding Body and what it involves.

My role is all about working with Awarding Body staff, UAL colleagues and external customers to give everyone the best experience! I manage a programme of learning and development training opportunities for our team and a host of activities with our centres to keep our people engaged and our customer experiences as great as they can be.

How long have you worked at UAL Awarding Body and what was your previous role?

I’ve worked for UAL Awarding Body for 6 years – time flies when you’re having fun! I started as an apprentice Admin Assistant in 2012, the sixth member of staff, and have had a few roles here including Project Officer and Office Manager. I spent two years looking after the Portal and also some time helping our Comms and Marketing team to deliver the exhibition, which I think has given me a good understanding of all of the areas of the business. Before that I was at uni, working in a well-known pub chain in the evenings and an opticians at the weekend…

What is your proudest moment at UAL Awarding Body?

My proudest moment has to be seeing all the hard work my team and I put in to investing in our staff coming to fruition when we increased our staff satisfaction scores by 20% in just one year. We joined the Institute of Customer Service in October 2016 and they’ve helped us to identify areas that we can work on for both staff and customer satisfaction so this was a great achievement just 12 months into our journey.

What is your favourite thing about working for UAL Awarding Body?

The team! I really value all of my colleagues at the Awarding Body; we are all experts in our areas and I love coming to the office and working collaboratively across projects, thinking up creative ideas and sharing knowledge with my peers. I also love seeing the amazing work our students produce at the end of each year, it keeps me inspired while sifting through emails in the office!

If you were stuck on an island what three things would you bring?

If I were being sensible, sun cream, a boat, and a magnifying glass to start fires. Though it would most likely be something a lot less practical and that doesn’t last more than five minutes!

If given a chance, who would you like to be for a day?

Louis Armstrong; I love a good trumpet solo.

What is something about you that would surprise most people?

I’ve completed the highest tandem sky dive in Florida (amazing but also the most terrifying 9 minutes of my life).

What is your favourite place in the world?

I fell in love with Borneo and would go back in a heartbeat, but you can’t beat a day on Brighton beach in the height of the British summer!