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Most Essential Learning Competencies: Prepared by

The document discusses the adoption of the Most Essential Learning Competencies (MELCs) in the Philippines for the 2020-2021 school year due to the COVID-19 pandemic. It explains that the MELCs streamline the K-12 curriculum into the most essential competencies to allow for continued learning across different modalities. The MELCs were identified through an ongoing curriculum review process and focus on competencies that are important for students to acquire and can be applied to real life situations. Guidelines are provided for implementing distance learning using the MELCs.

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Alyssa Alberto
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51 views15 pages

Most Essential Learning Competencies: Prepared by

The document discusses the adoption of the Most Essential Learning Competencies (MELCs) in the Philippines for the 2020-2021 school year due to the COVID-19 pandemic. It explains that the MELCs streamline the K-12 curriculum into the most essential competencies to allow for continued learning across different modalities. The MELCs were identified through an ongoing curriculum review process and focus on competencies that are important for students to acquire and can be applied to real life situations. Guidelines are provided for implementing distance learning using the MELCs.

Uploaded by

Alyssa Alberto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Most Essential

Learning
Competencies
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Prepared by:
Charry Ann Beltran
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Most Essential Learning
Competencies(MELCs)

MELCs – competencies that a learner


needs in order to continue to subsequent
grades, and ultimately to have a successful
life.
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DepEd Order No. 12 . s. 2020
Adoption of the Basic Learning Continuity for
School Year 2020-2021 in Light of the COVID-
19 Public Health Emergency
Adoption of the Most Essential Learning Competencies (MELCs)

 The BE-LCP streamlines the K to 12 Curriculum into the Most Essential


Learning Competencies (MELCs), to be delivered in multiple learning modalities
and platforms. The MELCs shall be used nationwide by field implementers for
SY 2020-2021 only. The streamlining of the K to 12 Curriculum into the MELCs
is an emergency measure to allow instruction amid challenging circumstances
to focus on the most essential learning, and to ease the requirements for
adapting classroom-based learning resource for distance learning.
 DepEd
z emphasizes that the broader review of the
K to 12 curriculum remains ongoing. The
experience with MELCs for this school year will be
used to inform and enrich the curriculum review.
The Curriculum and Instruction Strand is directed
to monitor the implementation of the MELCs and
evaluate its effectiveness in consultation with the
Regional Directors, with regular updates as well
as a final report at the end of the school year to
be submitted to the Secretary.
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 At the end of the school year, the Secretary shall
convene the Curriculum Consultative Committee
as provided in Section 6 of Republic Act No.
10533, or the Enhanced Basic Education Act of
2013, to consider the results of the broader
curriculum review and the lessons from the
implementation of the MELCs, and recommend
to DepEd the necessary refinements in the K to
12 Curriculum.
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A. Streamlining the K-12 Curriculum into
the Most Essential Learning Competencies

 By streamlining the learning competencies


to the most essential, we will be able to
focus more on the learning activities and
resources, while having sufficient time for
coverage and mastery.
 The identification
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of the MELCs is not only in response to
the challenge of delivering learning in the time of COVID-19
but is actually the accelerated result of the curriculum
review that the Secretary has directed as early as two years
ago. It responds to the findings that there are overlaps and
congestion in the curriculum. The review involved bureau
specialists, academic experts, and field implementers
working collaboratively and employing consensus
judgment. A key partner in the review, which remains
ongoing and will still be refined and finalized beyond the
COVID-19 period, is the Assessment Curriculum and
Technology Research Centre (ACTRC).
The characteristics
z of the MELCs are:

a. It is aligned with national standards or frameworks,


such as, for example, "holistic Filipino learners with 21st
Century skills."
b. They connect the content to higher concepts across
content areas.
c. They are applicable to real-life situations.
d. They are important for students to acquire, even if a
student drops out from school.
e. They cannot be expected to be ordinarily learned by
students if not taught in school.
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 A word that may describe an esserntial learning
competency is "endurance," that is, it remains
with learners long after a test or unit of study is
completed, or it remains 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.
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 Releasing the MELCs does not necessarily
replace the use of the curriculum guides (CGs).
Rather, these serve as a supplementary guide
for teachers as they address the
instructional needs of learners. The conternt
and performance standards are indicated in
Annex "C" for field implementers to recognize
that the MELCs are anchored on the prescribed
K to 12 standards.
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 Field implementers are encouraged to


contextualize the MELCs in order to
accommodate the varying contexts of learners,
teachers, learning environment, and support
structures considering both the content and
performance standards. With these, Filipino
learners are guaranteed relevant and quality
basic education amidst COVID-19.
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Dep Ed Memorandum CI-2020-00162
SUGGESTED STRATEGIES IN
IMPLEMENTING DISTANCE LEARNING
DELIVERY MODALITIES (DLDM) FOR
SCHOOL YEAR 2020-2021
Appendix A. General Guidelines and Considerations

 Other learning resources like textbooks, learners’


materials, MELCs-aligned teacher-made videos, audio-
lessons, modules, activity sheets, interactive e-
materials may supplement the required learning
resource for each learning delivery modality.
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Appendix A. General Guidelines and Considerations

To make learning manageable for learners, they may be


given a set time frame to undertake a lesson or accomplish
an activity. The setting of the time frame shall be guided by
the suggested time allotment a MELC can be mastered.
Learners who are not meeting expectations shall be provided
with remediation while those who may accomplish the tasks
as contained in the SLMs shall be given enrichment activities.

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