STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVE:

By the end of this Module, you will be able to:

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

ESTIMATED TIME REQUIRED

3 hours

JOEY O. ABRIOL
Teacher

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher, what do you think are the fundamental concerns in
terms of curriculum standards that need to be addressed in order to ensure learning continuity? Cite
a specific example. Do you think these concerns could be solved by teachers alone? Why or why not ?

With this pandemic we have today, this make education for children more difficult to achieve. This
also brings a big challenge to the Department of education to conduct education in this new normal
situation. The best way to address the problem is adapt this new normal learning by shifting to distance or
modular learning. With this strategy, we can ensure learning continuity. These concerns are not for
teachers alone but also with the collaboration of all the deped forces teaching and non-teaching staff. And
of course, through parents’ learners and stake holders support. 

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the congested
curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to be one of the
hindering factors on the poor performance of Filipino learners. Do you agree with this observation? Why or
why not?

Yes, I agree, in the department of education several curriculums had been laid and adapt for the purpose of achieving

higher standard education and can produce a globally competitive learner. But due to the congested curriculum we

can’t achieve our goals. Students can’t cope up with the content standard sometimes it takes time to finish a full

quarter subject with a limited time allotment.

ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs. After going through the
document, provide a brief and concise response to the following guide questions. Write your answers in your Study
Notebook.

1. What are the general and specific purposes of the development of MELCs?
-The Department of Education's Bureau of Curriculum Development developed MELCs to cope with the drastic
change in the educational atmosphere due to Covid 19 pandemic. The focus of instruction were streamlined to the
most essential or the most indispensable learning competencies.
-MELCs is also developed in response to UNESCO's fourth sustainable development goal and that is to develop
resilient education systems, most especially during emergencies.
-MELCs can be used as a mechanism to ensure education continuity.
-the MELCs intend to assist schools in navigating the limited number of school days as they employ multiple delivery
schemes by providing them ample instructional space

2. How does curriculum review aid in the identification of essential learning competencies?
-Analysis of the Interconnectedness of prerequisite knowledge and skills among the learning competencies for each
sub)ect area.
-Curriculum review mapped the essential and desirable learning competencies within the curriculum. It also led to
the identification of gaps, issues, and concerns within and across learning areas and grade levels. It helped in the
identification of areas for improvement that would enhance the learning engagement, experience, and outcomes and
consequently recommend solutions. In addition, it analyse the interconnectedness of prerequisite knowledge and
skills among the learning competencies for each subject area.

3. What is the difference between essential learning competencies and desirable learning competencies?
Essential learning competencies are defined as what the students need, considered indispensable, in the teaching-
learning process to building skills to equip learners for subsequent grade levels and subsequently, for lifelong
learning. On the other hand, desirable learning competencies were defined as what may enhance education but may
not be necessary in building foundational skills.
4. How were the most essential learning competencies identified? What were the decisions made in order to
trim down the number of the essential learning competencies further?

Learning competencies are identified by knowing the following characteristics.

-it is applicable to real-life situations
-it would be important for students to acquire the competency after s/he left that particular grade level
--it is aligned with national, state, and/or local standards/ frameworks (e.g., scientifically-literate Filipinos)
-it would not be expected that most students would learn this through their parents/communities if not taught at
school
-it connects the content to higher concepts across content areas
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
-MELCS serves as a teacher guides in preparing our lesson (weekly home learning plan) and instructional materials
(Self- Learning Modules)
-MELCs ensures delivery of quality instruction as it becomes the primary reference in determining and implementing
learning delivery approaches that are suited to the local context and diversity of learners while adapting to the
challenges posed by COVID-19.

ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs. Go to the
sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and accomplish the
following table in your Study Notebook and compare the two documents to determine which learning competencies
were retained, dropped, or merged.

K TO 12 LEARNING
MELCS
COMPETENCIES

a. nauunawaan ang konsepto ng Naipaliliwanag ang konsepto ng Komunidad

komunidad. (AP2, Quarter !)

MERGED/CLUSTERE B. Nasasabi ang payak na kahulugan ng

D komunidad at

C. Nasasabi ang halimbawa ng komunidad

Nasasabi ang batayang impormasyon Nasasabi ang batayang impormasyon

tungkol sa sarili: pangalan, magulang, tungkol sa sarili: pangalan, magulang,
kaarawan, edad, tirahan, paaralan, iba kaarawan, edad, tirahan, paaralan, iba
RETAINED
pang pagkakakilanlan at mga katangian pang pagkakakilanlan at mga katangian
bilang Pilipino (AP1, Quarter 1) bilang Pilipino (AP1, Quarter 1)

DROPPED
ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any questions about the
MELCs that need clarification as well. Share your thoughts and let your co-teachers articulate their insights regarding
your questions. Jot down all the insights shared in the discussion, including your own, in your Study Notebook.

INSIGHTS
 There are number of Most Essential Learning Competencies which were merged, clustered and even

dropped. Some of those were subsumed or deleted.

 Identification of pre-requisite knowledge and skills are necessary to prepare students for essential

learning competencies.

 The identified MELCs in every Grade Level and subject areas may be taught repeatedly to the

learner for them to acquire the needed knowledge, skills and values.
 LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the document,
provide a brief and concise response to the following guide questions in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
-We need to unpack MELCS to help us systematize learning activities and effectively address the varying needs of
learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
-Alignment on the Content and Performance Standards- The MELCS are not departure from the standard-based
design. We must consider this to achieve a quality teaching output.
-Prerequisite knowledge and skills - curriculum objective must be hierarchy. Mastering Fundamental knowledge Is a
must before going to the other level of learning.
-Logical sequence of learning objectives - We can’t give a better learning ideas to our students if our objective is not
logical sequence. Planning what are the most important objective is key frame in achieving better understanding of
our learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Not necessary that all the MELCs should be unpacked or combined because unpacking of MELCs is only made when
the Learning competencies are broad in scope. Unpacking of MELC will then be evident when the scope of Learning
competencies is broad, then the process of unpacking is to give emphasis on the necessary learning competency a
pupil must learn.

ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective learning
area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack these into
learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of their choice.
Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the synthesis of the
presentations in your Study Notebook.