STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
Most Essential Learning Comptencies
(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

RAQUEL LEVISTE-VILLAROSA
Name of Teacher
STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
Most Essential Learning Comptencies
(MELCS)
Lesson 1: Background, Rationale, and Development of MELCs

Activity 1: Reflecting on Learning Continuity and Congested Curriculum

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 global 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 cant
achieve our goals. Students cant cope up with the content standard sometimes it
takes time to finish a full quarter subject with a limited time allotment.

Activity 2: Familiarizing on the Design and Development of MELCS

1. What are the general and specific purposes of the development of MELCs?
• General Purpose:

1. 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
2. To developed in response to UNESCO's fourth sustainable development
goal and that is to develop resilient education systems, most especially
during emergencies.
3. It serves as a guide for teachers on what competencies to teach
accordingly.
4. It can be used as a mechanism to ensure education continuity
5. It intends to assist schools in navigating the limited number of school
days as they employ multiple delivery schemes by providing them
ample instructional space
• Specific Purpose: To meet the competencies or all curriculum standards
without compromising the lessons.

2. How does curriculum review aid in the identification of essential learning competencies?

1. It identified the learning competencies by looking at the most important

competencies to the least important ones. Also, by mapping the essential
and desirable competencies, identifying the gaps and the prerequisite
skills.
2. Analysis of the Interconnectedness of prerequisite knowledge and
skills among the learning competencies for each subject area
 3. 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?

• MELCS according to DepEd “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 grade level
• -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) and it
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: Comparing the K to 12 Competencies and MELCS

ARALING PANLIPUNAN 9
Unang markahan
K to 12 Learning Competencies MELCS
Merged/Clustered 1. Nailalapat ang kahulugan ng ekonomiks sa pang- araw-araw na pamu- 1.Nailalapat ang kahulugan ng ekonomiks sa
muhay bilang isang mag-aaral, at kasapi ng pamilya at lipunan pang -araw - araw na pamumuhay bilang
(AP9MKE-Ia1) isang mag -aaral, at kasapi ng pamilya at
2.Natataya ang kahalagahan ng ekonomiks sa pang-araw-araw na pamu lipunan. (AP9MKE -Ia – 1)
muhay ng ba wat pamilya at ng lipunan (AP9MKE-Ia-2)
2.Natataya ang kahalagahan ng ekonomiks sa
3. Naipakikita ang ugnayan ng kakapusan sa pang-araw-araw na pamu- pang -araw - araw na pamumuhay ng bawat
muhay. (AP9MKE-Ia-3) pamilya at ng lipunan. (AP9MKE -Ia – 2)

4. Natutukoy ang mga pala -tandaan ng kakapusan sa pang-araw-araw 3.Nasusuri ang iba’t -ibang sistemang pang –
na buhay (AP9MKE-Ib-4) Ekonomiya. (AP9MKE-Ih-16)

5. Nakakabuo ang konklusyon na ang kakapusan ay isang pangunahing 4.Naipagtatanggol ang mga karapatan at naga
suliraning panli punan (AP9MKE-Ib-5) gampanan ang mga tungkulin bilang isang
mamimili. (AP9MKE-Ih-18)
6.Nakapagmumungkahi ng mga paraan upang malabanan ang kakapo-
san (AP9MKE-Ic-6)

7.Nasusuri ang kaibahan ng ka gustuhan (wants) sa pangangailangan

(needs) bilang batayan sa pagbuo ng matalinong desisyon
(AP9MKE-Ic-7)
8.Naipakikita ang ugnayan ng personal na kagustuhan at pangangaila
ngan sa suliranin ng kakapusan
(AP9MKE-Id-8)
9.Nasusuri ang hirarkiya ng pangangailangan. (AP9MKE-Id-9)

10.Nakabubuo ng sariling pamantayan sa pagpili ng mga pangangaila-

ngan batay sa mga hirarkiya ng pangangailangan (AP9MKE-Ie-10)

11.Nasusuri ang mga salik na nakakaimpluwensiya sa pangangailangan

at kagustuhan (AP9MKE-Ie-11)

12.Nasusuri ang kaugnayan ng alokasyon sa kakapusan at pangangail

angan at kagustuhan (AP9MKE-If-12)
 13.Napahahalagahan ang paggawa ng tamang desisyon upang matugu
nan ang pangangailangan (AP9MKE-If-13)

14.Nasusuri ang mekanismo ng alokasyon sa iba’t-ibang sistemang

pang-ekonomiya bilang sagot sa kakapusan. (AP9MKE-If-14)

15.Naipaliliwanag ang konsepto ng pagkonsumo (AP9MKE-Ig-15)

16.Nasusuri ang mga salik na nakakaapekto sa pagkonsumo

(AP9MKE-Ih-16)

17.Naipamamalas ang talino sa pagkonsumo sa pamamagitan ng

paggamit ng pamantayan sa pamimili. (AP9MKE-Ih-17)

18.Naipagtatanggol ang mga karapatan at nagagampanan ang mga

tungkulin bilang isang mamimili. (AP9MKE-Ih-18)

19.Naibibigay ang kahulugan ng produksyon (AP9MKE-Ii-19)

20.Napahahalagahan ang mga salik ng produksyon at ang implikasyon

nito sa pangaraw- araw na pamumuhay. (AP9MKE-Ii-19)

21.Nasusuri ang mga tungkulin ng iba’t- ibang organisasyon ng Negosyo

(AP9MKE-Ii-20)
Retained 1.Nailalapat ang kahulugan ng ekonomiks sa pang- araw-araw na pamu
muhay bilang isang mag-aaral, at kasapi ng pamilya at lipunan
(AP9MKE-Ia1)
2.Natataya ang kahalagahan ng ekonomiks sa pang-araw-araw na
pamumuhay ng ba wat pamilya at ng lipunan. (AP9MKE-Ia2)

3. Nasusuri ang mekanismo ng alokasyon sa iba’t-ibang sistemang

pang-ekonomiya bilang sagot sa kakapusan. (AP9MKE-If-14)

4.Nasusuri ang mga salik na nakakaapekto sa pagkonsumo

(AP9MKE-Ih-16)

5.Naipagtatanggol ang mga karapatan at nagagampanan ang mga tung

kulin bilang isang mamimili. (AP9MKE-Ih-18)

6.Napahahalagahan ang mga salik ng produksyon at ang implikasyon

nito sa pangaraw- araw na pamumuhay. (AP9MKE-Ii-19)
Dropped 3.Naipakikita ang ugnayan ng kakapusan sa pang-araw-araw na
Pamumuhay. (AP9MKE-Ia-3)
4. Natutukoy ang mga pala -tandaan ng kakapusan sa pang-araw-araw
na buhay. (AP9MKE-Ib-4)
5. Nakakabuo ang konklusyon na ang kakapusan ay isang pangunahing
suliraning panli punan (AP9MKE-Ib-5)

6.Nakapagmumungkahi ng mga paraan upang malabanan ang

kakapusan. (AP9MKE-Ic-6)

7.Nasusuri ang kaibahan ng ka gustuhan (wants) sa panganga ilangan

(needs) bilang batayan sa pagbuo ng matalinong desisyon
(AP9MKE-Ic-7)

8.Naipakikita ang ugnayan ng personal na kagustuhan at pangangaila-

ngan sa suliranin ng kakapusan. (AP9MKE-Id-8)

9.Nasusuri ang hirarkiya ng pangangailangan. (AP9MKE-Id-9)

10.Nakabubuo ng sariling pamantayan sa pagpili ng mga pangangaila

ngan batay sa mga hirarkiya ng pangangailangan. (AP9MKE-Ie-10)

11.Nasusuri ang mga salik na nakakaimpluwensiya sa pangangailangan

at kagustuhan. (AP9MKE-Ie-10)

12.Nasusuri ang kaugnayan ng alokasyon sa kakapusan at pangangaila

ngan at kagustuhan. (AP9MKE-If-12)

13.Napahahalagahan ang paggawa ng tamang desisyon upang matugu

nan ang pangangailangan. (AP9MKE-If-13)

14.Nasusuri ang mekanismo ng alokasyon sa iba’t-ibang sistemang

pang-ekonomiya bilang sagot sa kakapusan. (AP9MKE-If-14)

15.Naipaliliwanag ang konsepto ng pagkonsumo. (AP9MKE-Ig-15)

17, Naipamamalas ang talino sa pagkonsumo sa pamamagitan ng

paggamit ng pamantayan sa pamimili. (AP9MKE-Ih-17)

19.Naibibigay ang kahulugan ng produksyon. (AP9MKE-Ii-19)

21.Nasusuri ang mga tungkulin ng iba’t- ibang organisasyon ng

Negosyo(AP9MKE-Ii-20)
Lesson 2: Unpacking and Combining MELCS into Learning
Objectives

ACTIVITY 1:

1. What is the importance of Unpacking and Combining the MELCS?

• It helps and directs us to plan learning activities and address the varying
student need and challenges of teaching deliveries well.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.

In unpacking MELCs we must consider the following:

• -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
idea 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?

Yes, the teacher may unpack or combined the MELCS depends on

sequence of the lesson, the progress and needs of learners as long as the content
and standard will be achieved.

ACTIVITY 2:

1. Form a group of four members within your LAC, preferably with fellow
teacher's 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
`
Unpacking MELCS Sample

Sample MELCS Learning Objectives

(AP9MKE-Ih-18) 1. Nasusuri ang mga katangian ng isang
matalinong mamimili.
Naipagtatanggol ang mga 2. Naiisa-isa ang mga Karapatan ng mamimili
karapatan at nagagampanan 3. Natutukoy ang mga responsibilidad na
ang mga tungkulin bilang isang kaakibat ng mga Karapatan ng Mamimili
mamimili.. 4. Nakapagsasagawa ng isang dula tungkol
sa batas na nagpoprotekta sa Karapatan
ng isang Mamimili

Combining MELCS Sample

Performance
Quarter Content Standard MELCS
Standard
First Ang mag -aaral Ang mag -aaral ay… 1. Nasusuri ang mga
ay… salik na nakaaapekto
sa pagkonsumo
may pag -unawa naisasabuhay ang pag
sa mga panguna - unawa sa mga pangu 2. Naipagtatanggol
hing konsepto ng nahing konsepto ng ang mga karapatan at
Ekonomiks bilang ekonomiks bilang bata nagagampanan ang
batayan ng ma- yan ng matalino at ma mga tungkulin bilang
talino at maunlad unlad na pang - araw - isang mamimili
na pang - araw - araw na pamumuhay
araw na
pamumu
hay