VISVESVARAYA TECHNOLOGICAL UNIVERSITY

JNANA SANGAMA, BELAGAVI- 590 018

“AICTE Activity Point Programme”

Submitted in Partial Fulfillment for the Award of Degree of

Bachelor of Engineering
in
Computer Science and Design

Submitted by
Akash Singh J
1DT22CG005

Department AICTE Activity Faculty Incharge

NSS Officer/AICTE Co-ordinator of the college

DAYANANDA SAGAR ACADEMY OF TECHNOLOGY &

MANAGEMENT
Accredited by NAAC with A+ Grade 6 Programs Accredited by NBA (CSE, ISE, ECE,
EEE, MECH, CIVIL
 DAYANANDA SAGAR ACADEMY OF
TECHNOLOGY & MANAGEMENT

Accredited by NAAC with A+ Grade 6 Programs Accredited by NBA

(CSE, ISE, ECE, EEE, MECH, CIVIL

AICTE Activity Point Programme CERTIFICATE

This is to certify that the AICTE Activity Point Programme has been
successfully carried out by Akash Singh J bearing USN 1DT22CG005 , bonafide
student of Dayanada Sagar Academy of Technology and Management in partial
fulfillment of the requirements for the award of degree of Department of Computer
Science and Design of Visvesvaraya Technological University, Belagavi during
2024-2025 . It is certified that all corrections/suggestions indicated for Internal
Assessment have been incorporated in the report. The AICTE Activity Point
Programme report has been approved as it satisfies the academic requirements in
respect of AICTE Activity Point Programme for the said degree.

………………… … …….…… …………… . ……………

Signature Signature Signature Signature
Name Name Name Name
Faculty Incharge Department HOD AICTE activity points Principal
Coordinator of the college
 CERTIFICATE PHOTOCOPY

DAYANANDA SAGAR ACADEMY OF TECHNOLOGY &

MANAGEMENT
Accredited by NAAC with A+ Grade 6 Programs Accredited by NBA (CSE, ISE, ECE,
EEE, MECH, CIVIL
 DECLARATION

I, Akash Singh J bearing the USN: 1DT22CG005 , student of Bachelor of

Engineering, Department of Computer Science and Design, Dayananda Sagar
Academy of Technology and Management, Bengaluru, Karnataka, hereby declare
that the AICTE Activity Point Programme work has been carried out by me under
the supervision and guidance of Department Staff Coordinators submitted by me as
a partial fulfillment for the award of Bachelor of Engineering degree in Computer
Science and Design from Visvesvaraya Technological University, Belagavi during
2024-2025

I hereby declared that the AICTE activity point work has been carried out at following
partner organizations :

1. Government lower primary school, Lakshmanamurthy Nagar, Bengaluru, Karnataka.

Signature
Name- Akash Singh J
USN- 1DT22CG005
 ACKNOWLEDGEMENT

I extend my heartfelt gratitude to the Management, along with Dr. M. Ravishankar, Principal
of Dayananda Sagar Academy of Technology and Management; Dr. G. Manjula,
Professor at Dayananda Sagar Academy of Technology and Management; and Dr.
Madhusudhana H C, AICTE Activity Points Coordinator at Dayananda Sagar Academy of
Technology and Management, for their unwavering support and provision of essential
resources for the successful execution of this program.

I am also deeply thankful to Government lower primary school, Lakshmanmurthy Nagara,

Krishnarajapuram, Bengaluru for their invaluable support in offering meaningful
volunteering opportunities and resources.

Lastly, I would like to express my sincere appreciation and respect to my parents, the teaching
and non-teaching staff of the Department, and all my friends who have supported me, directly
or indirectly, throughout my AICTE Activity Point Programme journey.

Student Name – Akash Singh J

USN number – 1DT22CG005
 Work Content
Performance Appraisal /
Number of Total No of Points earned
Sl. No. Activity Heads From date- To Remarks
Week Hours (To be Filled by
date
Coordinators)
Helping local schools to achieve good result & enhance
1 their enrolment in Higher/ Technical/ Vocational
Education

Preparing an actionable business proposal for enhancing

2
the village income

3 Developing Sustainable Water Management system

4 Tourism Promotion Innovative Approaches

5 Promotion of Appropriate Technologies

6 Reduction in Energy Consumption

7 To Skill rural population

8 Facilitating 100% Digitized money transactions

Setting of the information imparting club for women

9
leading to contribution in social and economic issues

Developing and managing efficient garbage disposal

10
system

11 To assist the marketing of rural produce

12 Food preservation/packaging

13 Automation of local activities

Spreading public awareness under rural outreach

14
programmes

Contribution to any national level initiative of

15 Government of India, For e.g. Digital India/ Skill India/
Swachh Bharat Internish etc

Creating an awareness regarding rain water harvesting

16
in urban and rural area

TOTAL ACTIVITY POINTS EARNED

 ABSTRACT

This report highlights an initiative undertaken by engineering students to engage with a

local government school in Lakshmanamurthy Nagar, Bengaluru, as part of the AICTE
activity program, “Helping local schools to achieve good result & enhance their enrolment
in Higher/ Technical/ Vocational Education”. The project aimed to enhance students'
academic performance, inspire them to pursue higher education, and foster their holistic
development through a series of interactive and educational activities.
The activities included games like musical chair, passing the ball, and bomb in the city,
which were designed to promote teamwork, critical thinking, decision-making, and
physical fitness. Additionally, a waste management initiative instilled environmental
responsibility and cleanliness among the students. By creating an inclusive and engaging
learning environment, the program encouraged confidence-building, emotional resilience,
and community bonding.
The initiative achieved measurable impacts, such as improved academic interest, skill
development, and increased awareness of the importance of higher education. It also
strengthened the connection between the school and the community while providing
engineering students with a platform to apply their leadership and organizational skills in
a meaningful way. This effort serves as a model for fostering educational and societal
growth through collaboration and community engagement.
Chapter 1 – Introduction
The initiative of "helping local schools to achieve good results and enhance their enrolment
in higher education" is a step towards shaping the next generation by inspiring and
empowering young minds. As engineering students, we recognize the value of guiding
children towards higher education and technical fields, ensuring they are equipped with the
knowledge and motivation to aim higher in their academic pursuits.

We also have a responsibility to contribute to society by leveraging our knowledge and skills
to make a positive impact on the younger generation. In alignment with the AICTE activity
programme, we undertook activities designed to engage with students in a local government
school and foster their holistic development. The aim was not only to improve their academic
performance but also to inspire them to aspire for higher education, particularly in technical
and vocational fields.
Our contribution involved organizing interactive games and sessions that were both
educational and enjoyable, creating an environment where students could learn essential
skills while having fun. These games, such as were creatively planned to encourage
teamwork, critical thinking, and decision-making, ensuring that the children gained valuable
qualities that would aid them in becoming better students and individuals.

We visited the government lower primary school situated in Lakshmanamurthy nagar,

Krishnarajapuram, Bengaluru on 24th January 2025. We took the permission from the teacher
incharge Mrs. Rita D’Souza to conduct the activities amicably and in a fun, yet disciplined
way. We greeted all the students and they also introduced themselves, before beginning the
activities.

1.1 Objectives
• Fostering Academic Interest: To create a positive learning environment that motivates
students to focus on their studies and enhances their understanding of various subjects.

• Encouraging Higher Education: To inspire students to aim for higher education by

introducing them to its benefits and opportunities, particularly in technical and vocational
fields.

• Holistic Development: To promote the development of essential life skills such as

teamwork, leadership, critical thinking, and problem-solving through engaging games and
activities.
• Building Confidence: To help students overcome shyness and build self-confidence,
enabling them to participate actively in academic and extracurricular activities.

• Community Engagement: To strengthen the bond between schools and the community
by showing students that they have support from external mentors (engineering students)
who believe in their potential.

Chapter 2 – Activity 1 (Musical Chair)

Musical Chair is a classic and timeless group activity that combines music, movement, and a
touch of competition. Chairs are arranged in a circle, with one fewer chair than the total
number of players. As music plays, participants walk around the chairs in a clockwise
direction. When the music stops unexpectedly, players must quickly find and sit on an
available chair. The player left without a chair is eliminated from the round, and one chair is
removed before the music resumes.

The game continues until only one chair and two players remain. The final round determines
the winner, who successfully claims the last chair when the music stops. Musical Chair’s
simplicity and adaptability make it suitable for children of all ages. As the students were very
young, we chose 5 winners from the entire activity.

2.1 Learnings from the activity:

• Listening and Observation Skills:

The game requires participants to pay close attention to the music and watch for subtle cues
indicating when it might stop. This enhances their listening skills and ability to process
auditory information.
• Quick Reflexes and Alertness:

Reacting swiftly when the music stops helps develop reflexes and situational awareness.
These skills are beneficial for both physical activities and classroom responsiveness.
• Patience and Discipline:

Children must wait their turn to move and refrain from pushing or rushing, which teaches
self-control and patience. These qualities are valuable for maintaining order and discipline in
academic settings.
• Resilience and Sportsmanship:

Being "out" of the game teaches kids to handle setbacks gracefully, an essential life skill.
They learn to accept outcomes, cheer for others, and remain positive even when they’re not
winning.
• Group Interaction and Collaboration:

Musical Chair creates opportunities for children to interact, laugh, and bond with peers. This
fosters a sense of community and helps them develop social skills crucial for group projects
and teamwork.
• Physical Fitness:

Walking, quick movements, and the occasional sprint to claim a chair contribute to physical
activity, promoting good health and helping children burn off excess energy.

Chapter 3 – Activity 2 (Passing the ball)

Passing the Ball is a lively and interactive game that combines music, coordination, and
anticipation. Participants sit or stand in a circle and pass a ball around as music plays. The
ball must be passed quickly and continuously from one person to the next without being
dropped. The game’s pace increases as the music’s tempo intensifies, adding an element of
challenge and excitement.

When the music stops abruptly, the player holding the ball is temporarily "out." To keep the
game inclusive, the "out" player got a ballon of their choice and helped us oversee the game.
This ensures everyone stays engaged and involved. The game continues until a final winner
remains or for a set amount of time. We divided the children as 3 groups - 1st and 2nd grade,
3rd and 4th grade, 5th grade. Then we chose 3 winners from each group.

3.1 Learnings from the activity:

• Coordination and Motor Skills:

Handling and passing the ball improves hand-eye coordination and fine motor skills. These
physical abilities are essential for writing, drawing, and participating in sports.
• Concentration and Anticipation:

Players must stay focused to ensure they pass the ball at the right moment and avoid holding
it when the music stops. This sharpens their concentration and ability to anticipate outcomes.
• Fair Play and Rule Adherence:

Following the game’s rules teaches children the importance of fairness and adherence to
guidelines. These lessons translate directly to respecting classroom rules and instructions.
• Team Dynamics:

Passing the ball in a circle creates a sense of unity and collaboration. Children learn to work
together harmoniously, an essential skill for group activities and projects.
 • Emotional Regulation:

Dealing with the uncertainty of when the music will stop helps children manage feelings of
excitement and anxiety, building emotional resilience.
• Fun and Engagement:

The game’s high-energy nature keeps children entertained and enthusiastic. This positive
experience enhances their mood, making them more receptive to learning.
• Inclusivity and Adaptability:

The game’s adaptable nature ensures that children of all abilities can participate, fostering an
inclusive environment where everyone feels valued and involved.

Chapter 4 – Activity 3 (Bomb in the city)

"Bomb in the city" is an engaging and active game designed to encourage quick thinking and
physical movement among children. In this version, a large circle is drawn on the ground and
divided into sections, resembling a pie or pizza. Each section is labelled with the name of a
city, creating distinct zones within the circle. Participants walk along the border of the circle
as music plays.

When the music stops abruptly, the children must quickly move to stand inside one of the
city-named sections. A bystander, such as a teacher or another child not participating in the
round, is given a set of chits with the city names written on them. The bystander picks a chit
at random, and the name of the selected city determines the "bombed" section. All children
standing in that city’s section are considered "bombed" and are out of the game for that
round. The game continues with the remaining players until only one participant is left
standing, who is declared the winner.

This game was conducted in 2 groups- girls and boys. We continued the game until 5 players
were remaining from each group, such that one student from each grade can be the winner as
a fair trade.

4.1 Learnings from the activity:

• Focus and alertness:

The game demands full attention as children must listen for the music to stop and quickly
make decisions about which section to enter. This sharpens their focus and encourages
attentiveness, which are critical skills for classroom learning.
• Physical fitness and coordination:
Walking along the circle’s border and quickly moving into sections when the music stops
promotes physical activity. These movements enhance motor skills, balance, and
coordination, supporting overall physical health.
• Decision-making skills:

Choosing which section to stand in when the music stops encourages children to think on
their feet. This helps develop their ability to make quick decisions, a skill that is valuable
both in academics and everyday life.
• Understanding cause and effect:

The element of randomness introduced by the chit-drawing process helps children understand
that outcomes can be influenced by chance. This fosters acceptance of unpredictability and
teaches them to adapt to different situations.
• Social skills and teamwork:

While the game involves individual decision-making, it also encourages a sense of

camaraderie among participants. Children cheer for their peers and learn to support one
another, building positive social interactions.
• Resilience and sportsmanship:

Being "bombed" and eliminated from the game provides a gentle way for children to
experience setbacks. They learn to handle disappointment gracefully and continue to enjoy
the game, even when they’re not actively participating.
• Stress relief and enjoyment:

The dynamic and unpredictable nature of "bomb in the city" makes it an exciting and
enjoyable activity. It provides a break from structured learning, reduces stress, and
contributes to overall emotional well-being.
Chapter 5 – Documentation of activities
5.1 Introduction:

A Photo from the school we visited

Group Photo Group Photo with the students of the school

5.2 Activity 1 (Musical Chair):

5.3 Activity 2 (Passing the ball)

5.4 Activity 3 (Bomb in the city):

5.5 Prize Distribution and giving out goodies:

Chapter 6 – Conclusion

The activities conducted at the local government school in Lakshmanamurthy Nagar were
designed not only to engage and entertain but also to foster essential life skills among the
children. From developing their academic interest and confidence to encouraging teamwork,
resilience, and environmental responsibility, each activity played a crucial role in their
holistic development.

Through games like Musical Chair, Passing the Ball, and Bomb in the City, the children
learned valuable lessons in coordination, concentration, decision-making, and sportsmanship,
all while having fun.

Overall, the experience was a significant step in inspiring the children to aim for higher
education and to equip them with the skills that will help them succeed in their academic
journey and beyond. As engineering students, our contribution was an effort to make a lasting
impact on the younger generation, guiding them towards a brighter and more promising
future.
6.1 Overall impact

• Improved Academic Performance: The interactive activities helped students

enhance their focus and learn fundamental concepts in a fun and engaging way. This
indirectly contributed to better academic results.

• Increased Interest in Higher Education: By interacting with engineering students,

the children gained exposure to the possibilities and benefits of pursuing higher
education, particularly in technical fields. This interaction served as motivation for
many to dream bigger.

• Development of Life Skills: Through games like "Bomb in the City" and "Passing
the Ball," students learned essential skills such as quick decision-making, teamwork,
and coordination. These skills are crucial for their academic journey and beyond.

• Boosted Confidence and Participation: Engaging in games where they could take
on roles and responsibilities helped many students overcome their inhibitions and
develop self-confidence.

• Community Impact: The activity strengthened the connection between the local
school and the community. Parents and teachers appreciated the efforts,
acknowledging that such activities not only benefit the children but also raise
awareness about the importance of education.

• Personal Growth for Engineering Students: For us as engineering students, the

activity was an opportunity to apply our organizational, leadership, and
communication skills to real-world situations. It also fostered a sense of social
responsibility and empathy.