Drones and Mirror Maze Drones Pilots at the Clubhouse

Did you know that the Clubhouse has three certified drone pilots?

They also have 10 DJI Tell drones that they will used for their drone course.

They are currently putting together content for the said course.

In addition, the Clubhouse offers programmes such as Teach Fundamentals of drones, real-life applications of drones: namely surveillance using object identification and tracking to videography for commercials and other media use.

This includes python programming that covers drone automation.

A mirror is an object that reflects an image. Light that bounces off a mirror will show an image of whatever is in front of it, when focused through the lens of the eye or a camera.

Mirrors reverse the direction of the image in an equal yet opposite angle from which the light shines upon it. This allows the viewer to see themselves or objects behind them, or even objects that are at an angle from them but out of their field of view, such as around a corner.

Natural mirrors have existed since prehistoric times, such as the surface of water, but people have been manufacturing mirrors out of a variety of materials for thousands of years, like stone, metals, and glass. In modern mirrors, metals like silver or aluminum are often used due to their high reflectivity, applied as a thin coating on glass because of its natu- rally smooth and very hard surface.

A maze is a path or collection of paths, typically from an entrance to a goal. The word is used to refer both to branching tour puzzles through which the solver must find a route, and to simpler non-branching patterns that lead unambiguously through a convoluted layout to a goal. The pathways and walls in a maze are typically fixed, but puzzles in which the walls and paths can change during the game are also categorised as mazes or tour puzzles Mirror Maze

The mirror maze itself is a pattern, combining several characteristics of geometric patterns: repetition, symmetry and tessellation using repeated equilateral triangles. These triangles fit together without any gaps or overlaps, creating a tessellation. Mirrored surfaces all around reflect the pattern so that it repeats and appears infinite.

Sharing is caring – the success of a 20-year partnership supporting STEM subject learners and teachers by one of SAs top schools

For more than 20 years, the Vula Programme at Hilton College has provided relevant, meaningful and cost-effective educational interventions and development opportunities for teachers and learners from more than 100 affiliated less-resourced schools in the KZN Midlands region.

“This remarkable track record not only emphasises the programme’s sustainability and longevity, but it has also allowed for the development of long-lasting relationships of mutual trust and respect with a large number of Maths and Science teachers and officials throughout KwaZulu-Natal.”

Teacher participation is arranged through KwaZulu-Natal Education Department district officials, in particular Maths subject advisers in the Umgungundlovu, King Cetshwayo, Ilembe, Pinetown and Harry Gwala districts. Learner groups are set up in targeted interventions with schools identified as requiring assistance.

In the past two decades, some 500 Maths teachers and 300 Science teachers have been directly impacted by the programme, while more than 40 000 learners attended Vula events.

A strong information technology emphasis offered learners and teachers a vast selection of computer-based teaching resources, as well as training in the teaching methodologies best suited to the use of these resources.

Since 2014, more than 200 Maths teachers have received laptops.

The main component of the Vula Mathematics Project is the Vula Mathematics Academy (VuMA), a termlong in-service training and development initiative for practising teachers from under-resourced schools.

The project also organises and offers several other training and enrichment activities, including The Laptop Project for teachers from rural schools in the marginalised Pholela and Bergville districts; a Maths Club for talented mathematicians from schools in the greater Edendale valley; and residential workshops and school holiday residential workshops.

The Vula Science Project, meanwhile, supports and assists Physical Science teachers in the use of technology and relevant laboratory equipment while providing opportunities for learners in Grades 10 to 12 to be exposed to relevant teaching materials and gain handson experience in conducting science experiments.

Smuts explains that the Principals Leadership Project, launched in October, takes the form of a leadership forum and support group for school principals from Vula schools.

The Datatec Educational and Technology Foundation has supported the Vula Programme for a “considerable number of years”, Vula director Lloyd Smuts says, and this has allowed it to continue with its ongoing upskilling programmes without a break since 2001.

For more information, please contact: Lloyd Smuts