MODULE 2

LESSON 1
ACTIVITY 1

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?

As the Department of Education continue to confront the issues brought about by the
pandemic which posed serious challenges on the delivery of quality basic education come up
with the Learning Continuity Plan (LCP), which will be in effect by the time School Year
2020-2021 opens on October 5, 2020.As a teacher, we must consider the fundamental
concerns in terms of curriculum standards in order to ensure learning continuity. To ensure
that our learners and teachers are given time and be properly equipped to adjust to this new
learning environment, the opening of classes shall be delayed. There is also the need to
modify certain policies and practices necessary in adapting to new normal while still
remaining true to the framework of Sulong Edukalidad and Education Futures.

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?

The Philippines has implemented the K to 12 and one of the reasons for adding
extra years in the basic education curriculum is to decongest it, aside from the need to
follow global trends and not get left behind. So much is taught in a single year that
students cannot take in all the learnings.

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 Most Essential Learning Competencies (MELC) is part of the Department of
Education’s response to develop resilient education system, especially during
emergencies and will enable DepEd to focus instruction on the most essential and
indispensable competencies.

2. How does curriculum review aid in the identification of essential learning competencies?
Curriculum review is meant to ensure quality, relevant, and liberating education.
The review is focused on articulation within and across learning areas and grade level,
which led to the identification of gaps, issues and concern. Moreover, areas for
improvement that would enhance the learning engagement, experience and outcomes
were identified and consequent solutions were recommended
 Results of the review from the workshop series provided an overview of the
articulation of learning competencies in each learning area. Specifically, the review
covered the following:

● Mapping of the essential and desirable learning competencies within the curriculum;
● Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies; and
● Analysis of 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 were defined as what the students need, considered
indispensable, in the teaching-learning process to build skills to equip learners for
subsequent grade levels and consequently, 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?

In determining the criteria for the selection of the MELCs, the Department
collaborated with stakeholders from ACTRC, during which the descriptor – ENDURANCE
– was considered the primary determining factor. A learning competency is considered
enduring if it remains with learners long after a test or unit of study is completed or if it is
useful beyond a single test or unit of study. Examples of such learning competencies include
research skills, reading comprehension, writing, map reading, and hypothesis testing, which
are essential in many professions and in everyday life (Reeves, 2002; Many & Horrell,
2014). The Department then identified the MELCs across all learning areas through the
application of these understandings.

Necessary in this process is the decision whether a learning competency is to be

retained, merged, dropped, or rephrased. As a general rule, a learning competency is retained
if it satisfies the endurance criterion which greatly contributes to life-long learning and is a
prerequisite skill to the next grade level. Two or more learning competencies are merged or
clustered if they have the same objective or learning intention and can therefore be combined
into one comprehensive learning competency. However, learning competencies are
removed/dropped due to the following reasons:

● They are too specific (and the articulation is similar to that of a learning objective).
● They are deemed appropriate to be introduced in an earlier quarter or grade level or
moved to a later quarter or grade level.
● They are recurring.
● They are subsumed in another learning competency.

Finally, a learning competency is rephrased to be more concise.

 5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The Most Essential Learning Competencies (MELC) is advantageous for students
to learn the concepts and skills in the MELCs through meaningful activities and
scenarios relatable to them and within the context of students’ own environment. The
MELC are implementable as long as the deigned activities also teach the procedures and
process on how and when to apply those knowledge and skills in a given context. With
these Filipino learners are guaranteed relevant and quality basic education despite the
current health crisis.
ACTIVITY 3

K to 12 Learning Competencies MELCs

Naipapaliwanag na:
 Bukod sa paglalang,
Naipapaliwanag na:
may pananagutan ang
mga magulang na Bukod sa paglalan, may
bigyan ng maayos sa pananagutan ang mga magulang
edukasyon ang kanilang na bigyan ng maayos sa
mga anakk, gabayan sa edukasyon ang kanilang mga
pagpapasiya at hubugin anakk, gabayan sa pagpapasiya
Merged/Clustered sa pananampalataya. at hubugin sa pananampalataya.
 Ang Karapatan at Ang Karapatan at tungkulin ng
tungkulin ng mga mga magulang na magbigay ng
magulang na magbigay edukasyon ang bukod-tangi at
ng edukasyon ang pinakamahalagang gampanin
bukod-tangi at ng mga magulang.
pinakamahalagang
gampanin ng mga
magulang.

Natutukoy ang mga Gawain o Natutukoy ang mga Gawain o

karanasan sa sariling pamilya karanasan sa sariling pamilya
Retained na kapupulutan ng aral o may na kapupulutan ng aral o may
positibong impluwensiya sa positibong impluwensiya sa
sarili sarili

Natutukoy ang kahulugan ng n/a

Dropped Agwat-Teknolohikal

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.

LESSON 2
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?

The importance of unpacking and combining the Most Essential Learning

Competencies (MELCs) is to 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.

In unpacking the MELCs into learning objectives, you need to consider the following:

● Alignment on the Content and Performance Standards - The MELCs are not a departure
from the standards-based design, which is one of the main features of the K to 12
Curriculum. In fact, there are no MELCs without the content and performance standards.
● Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to
higher order cognitive demands. As such, lower cognitive demand may be considered
first in creating learning objectives. This ensures that prerequisite knowledge and skills
that would enable the achievement of MELCs, and eventually the content and
performance standards, are addressed.
● Logical sequence of learning objectives - Since the intention of unpacking the MELCs is
to provide systematic learning experiences for learners, it is incumbent that the unpacked
learning objectives follow a logical sequence.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

The MELCs could likewise be combined to observe efficiency in the development

of learning resources, which include but are not limited to SLMs, textbooks, teacher’s
guides, activity sheets, and television and radio scripts.
Since MELCs in each learning area are all interrelated and anchored on the
content and performance standards, combining at least two MELCs will allow teachers
to effectively design instructional resources without veering away from the standards
prescribed by the curriculum.