MODULE 2 – MOST ESSENTIAL

LEARNING COMPETENCIES

NAME: SOLEDAD S. CRISOSTOMO

DESIGNATION: TEACHER III
LAC ID NO.: D10-001-C-02
SCHOOL ID: 104890
NAME OF SCHOOL: CANIOGAN ELEMENTARY SCHOOL

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 Republic of the Philippines
Department of Education

MODULE 2 – MOST ESSENTIAL LEARNING COMPETENCIES

NAME: SOLEDAD S. CRISOSTOMO SCHOOL: CANIOGAN ELEMENTARY SCHOOL
DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

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?
The fundamental concern in terms of curriculum standards that need to be
addressed in order to ensure learning continuity is that it must be made easy to deliver
and achievable for mastery of the lesson within minimal teaching hours.
Time allotted for a certain competency to be delivered to students must be enough
to ensure learning and time for remediation must be included in the time given.
This cannot be solved by teachers alone because there is a standard set for
implementation of the teaching-learning process that the teachers must follow.

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 K to 12 curriculum is not congested considering the seven years that a student
spends to finish elementary, 4 years in junior high school and the additional 2 years for
senior high school. Poor performance of Filipino learners must not be attributed to
congested curriculum as it is not congested but rather properly designed under the K to 12
curriculum.

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 general purpose of the development of MELCs is to respond to the Department’s
long-term response to SDG 4 to develop resilient education systems most especially during
emergencies. The specific purposes are to enable the Department to focus on most essential
and indispensable competencies that the Filipino learners must acquire and to lighten the
burden of converting classroom-oriented learning resources into learning resources
adapted to distance learning.

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

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 It stands: “Education cannot wait, if learning stops, we will lose human capital”.
The MELCs will enable the DepEd to focus instruction to the most essential and indispensable
competencies that our learners must acquire, as we anticipate challenges in learning
delivery. It will also enlighten the burden of converting classroom- oriented learning
resources into learning resources adapted to distance learning. With the challenges on
learning delivery posed by Covid-19, the Bureau of curriculum development accelerated
the identification of the essential learning competencies and streamlined these further
into the MELCs it determining the criteria for the selection of the MELC the description
“ENDURANCE” . part of the process was deciding whether a learning is to be retained,
merged, dropped or rephrase. Finally, certain competencies were rephrased to be more
concise.

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?
The most essential learning competencies were identified in collaboration with
Assessment Curriculum and Technology Research Centre (ACTRC). The Department set some
considerations in identifying the MELCs- ENDURANCE is 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 decisions made in order to trim down the number of the essential learning
competencies were identifying the competencies to be retained, merged, dropped,
rephrased. 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.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
It 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
the students’ own environment. The MELCs are implementable as long as the designed
activities also teach the procedures and processes 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.
.

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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 K to 12 Learning
Identifies visually and aurally the Identifies the kinds of notes and
Merged/Clustered
kinds of notes and rest in a song. rests in a song
Compares the set integers and
Retained Compares and arranges integers identify real-life situations that
make use of it.
Sets up portions for groups of
Dropped n objects or numbers and for given
situation.

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.

We shared our concerning MELCs. It will allow effectively design instructional resources
without veering away from the standards prescribed by the curriculum.

NAME: SOLEDAD S. CRISOSTOMO SCHOOL: CANIOGAN ELEMENTARY SCHOOL

DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

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?
When standards and assessments align, it is easier to catch students quickly when
they don’t understand and to provide extension when they do understand. The unpacking
process keeps the focus on all students learning at high levels.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
We have to consider the level or ability of the children in order to learn and gain
knowledge in unpacking and combining MELCs. The field implementers must think of ways
to make teaching-learning more effective.

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

Not necessarily all. Because we have to understand first the vital
consideration in unpacking and combining MELCs.

Activity 2

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 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.

NAME OF LAC MEMBERS:

1. CATHERINE S. MENDOZA
2. SOLEDAD S. CRISOSTOMO
3. VICTORIA T. PEROL

LEARNING AREA: ENGLISH 5

UNPACKED LEARNING OBJECTIVES:

MELC
EN5G-IVa-1.8.1 Use compound and complex sentences to show cause and effect and problem-solution
relationship of ideas

Unpacked Learning Objectives:

EN5G-IVa1.8.1 Use compound sentences to show cause and effect
EN5G-IVc1.8.2 Use compound sentences to show problem-solution relationship of ideas

These learning objectives can further be unpacked into sub-competencies such as:
EN5G-IIh-8.3 Compose clear and coherent sentences using appropriate grammatical structures: -subordinate
and coordinate conjunctions
EN5G-IIh-8.3 Compose clear and coherent sentences using appropriate grammatical structures: coordinate
conjunctions

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.

LEARNING AREA: ENGLISH 5

COMBINED MELC:

MELC- Quarter 1
EN5G-IVa-1.8.1 Use compound and complex sentences to show cause and effect and problem-solution
relationship of ideas

MELC Quarter 2
EN5OL-IIf-3.5.1 Provide evidence to support opinion/fact

COMBINED MELCS
Use compound and complex sentences to show cause and effect and problem-solution relationship of ideas to
provide evidence to support opinion/fact

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Activity 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.
LEARNING AREA: K to 12 Learning MELCs
ENGLISH Competencies
EN5V-Ia-12 and 13 Infer the meaning
ofunfamiliar words (compound) based on
given context clues (synonyms, antonyms,
word parts) and other strategies
EN5V-Ib-12 and 13 Infer the meaning of
unfamiliar words (compound) based on given
context clues (synonyms, antonyms, word
parts) and other strategies
EN5V-Ib-12 and 13 Infer the meaning of
unfamiliar words (compound) based on given
context clues (synonyms, antonyms, word
parts) and other strategies
EN5V-Ic-12 and 13 Infer the meaning of
unfamiliar words ( affixed) based on given
context clues (synonyms, antonyms, word
parts) and other strategies
EN5V-Id-12 and 13 Infer the meaning of Infer the meaning of unfamiliar
unfamiliar words ( affixed) based on given words using text clues(compound,
Merged/Clustered context clues (synonyms, antonyms, word blended, clipped) based on given
parts) and other strategies context clues (synonyms,
antonyms, word parts)
EN5V-Ie-12 and 13 Infer the meaning of
unfamiliar words ( blended) based on given
context clues (synonyms, antonyms, word
parts) and other strategies
EN5V-If-12 and 13 Infer the meaning of
unfamiliar words ( blended) based on
givencontext clues (synonyms, antonyms,
word parts) and other strategies
EN5V-Ig-12 and 13 Infer the meaning of
unfamiliar words ( clipped) based on given
context clues (synonyms, antonyms, word
parts) and other strategies
EN5V-Ih-12 and 13 Infer the meaning of
unfamiliar words ( clipped) based on given
context clues (synonyms, antonyms, word
parts) and other strategies
EN5WC-IIj3.7 Fill-out forms accurately Fill-out forms accurately (school
Retained (school forms, deposit and withdrawal slips, forms, deposit and withdrawal
etc.) slips, etc.)
Dropped EN5A-Ia-16 Observe politeness at all times No longer included in the MELC

Submitted by:
SOLEDAD S. CRISOSTOMO
Teacher III

Checked by:
MA. CORAZON D. NATIVIDAD
Master Teacher I
LAC Leader
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 Noted:
ROMELIE C. RAMOS
Principal II
School Instructional Coach

Approved:
DULCE M. CAMAYA
Public Schools District Supervisor
District Instructional Coach

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