We are all awesome

Lego releases special inclusive set for Pride Month

Billund, May 20th 2021 The LEGO Group today announces LEGO® Everyone is Awesome, a set designed to celebrate diversity. The buildable display model is inspired by the iconic rainbow flag which is used as a symbol of love and acceptance by the LGBTQIA+ community, and features 11 monochrome minifigures each with its own individual hairstyle and rainbow colour.

Set designer Matthew Ashton, Vice President, Design said: “I wanted to create a model that symbolises inclusivity and celebrates everyone, no matter how they identify or who they love.

“Everyone is unique, and with a little more love, acceptance and understanding in the world, we can all feel more free to be our true AWESOME selves! This model shows that we care, and that we truly believe ‘Everyone is awesome’!”

The 346-piece model stands 10.24cm tall and has a depth of 12.80cm – a perfect fit for most shelves or window sills.

It went on sale on June 1, to mark the start of Pride Month. Matthew said that the set was also a celebration of the LGBTQIA+ community within the LEGO Group and amongst the brand’s adult fans.

For information visit www.LEGO.com/EveryoneisAwesome.

Matthew Ashton, Vice President, Design, Lego

SCHOOL Ecole Internationale de Genève https://www.ecolint.ch Switzerland

Investigate - Initiate - innovate

In production: a new SDGzine special school edition for the International School of Geneva with reflections and local action Ideas from over 500 students.

The Importance of the SDGs in Education

The Education 2030 Agenda and Framework for Action, notably Target 4.7 of the Sustainable Development Goals (SDG 4 on Education), calls on countries to “ensure that all learners are provided with the knowledge and skills to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”. (UNESCO, 2020) Year 7: investigate.

Learning Outcomes: 1. The student can explain what The Global Goals for Sustainable Development are. 2. The student can identify which goal they think is the most important and why. 3. The student can divide the 17 goals into 4 relevant groups and explain what each goal in one group means and why they matter 4. The student can explain which SDGs are relevant to a specific country and why 5. The student collaborates well the fellow team members and shows both good listening skills and the willingness to take initiative.

Aim: To investigate the SDGs. Outcome: For each of the 6 mentor groups to produce 2-3 wooden iNFO cube with details of specific SDGs and details relating to them.

Year 8: initiate.

Learning Outcomes: 1. The student engages actively with the various parts of the issue and demonstrates curiosity and creativity. 2. The student collaborates well the fellow team members and shows both good listening skills and the willingness to take initiative. 3. The student does relevant research and there is evidence of reflection and critical thinking. 4. The student can explain which SDGs are relevant to their chosen issue and how they are addressed in their local action. 5. The student participates actively in the preparation and execution of their exhibition. Aim: To investigate and raise awareness of a topic of choice in relation to the SDGs. Outcome: For each group of students to produce a leaflet and a short video linked to a chosen SDG and a topic pertaining to it.

Year 9: innovate.

Learning Outcomes: 1. The student engages actively with the various parts of the challenge and demonstrates curiosity and creativity. 2. The student collaborates well with fellow team members and shows both good listening skills and the willingness to take initiative. 3. The student does relevant research and there is evidence of reflection and critical thinking. 4. The student can explain which SDGs are relevant to their challenge and how they are linked 5. The student can demonstrate an understanding of the global issue (using Systems Thinking) and address an aspect of it (using Design Thinking) to bring about local action 6. The student participates actively in the preparation and execution of the presentation.

Aim: To raise awareness of a specific SDG challenge and bring about a local action. Outcome: For each group of students to work with an expert from the UN /NGO, to produce a leaflet and a TEDx talk outlining what they have learned and what they have done to address it.