MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCS)

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?

DepEd has been making history as it ventures to new curriculum standards. As part of the
system, my concern is to improve the academic performance of my students. In doing so, I
have to take into consideration fundamental concerns which I think that need to be addressed.
First and foremost is accessibility of the delivery of instruction. Access, as we are all aware,
is utmost concerns since there are options of various modalities that will determine the most
appropriate strategies for every locality. In the LCP, the choice and contextualization of the
learning delivery modality of schools will depend on the access to certain learning platforms.
Therefore, it is important to consider a variety of methods to allow for the possibility of
restricted access to technology and limited communication by students.
Secondly, there should be effective mechanism in the support system in the implementation
of LCP. Training is necessary for faculty, staff, students, and parents on the use of continuity of
learning systems to ensure sustainability and address. They should be properly equipped to
adjust to the new learning environment.

Lastly, forge strong partnerships with authorities to implement preventive measures to

secure the health and well-being of our personnel and our learners under this new
normal.

The concerns spelled out could not be solved by teachers alone because they only
act in accordance with the policies set by the central office.

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 Philippine educational system has been struggling to attain the best quality of education
that is globally competitive. It is very much evident when there was change of curriculum.
There are many factors that can be attributed to low academic performance. The congested
curriculum is one of the contributing factors because it adds to the challenges that educators
face in delivering the quality of education. Learners have difficulty mastering concepts because
of too many competencies. Teachers, as well, have to adjust to the set up making it hard for
them to focus on effective instruction.

LDM2: Learning Delivery Modalities Course for Teachers 7

ACTIVITY 2.

1. What are the general and specific purposes of the development of MELCs?

The general purpose of the development of MELCs is to systematize learning activities and
effectively address the varying needs of learners and the challenges of instructional
deliveries. It also focuses on converting classroom-oriented learning resources into
learning resources adapted to distance learning

The specific purposes of the development of MELCs are (1) formulate skills and attitudes
which will contribute to lifelong learning, (2) formulate learning objectives necessary for
students’ cognitive development and (3) provide learning activities in acquiring the content
knowledge in other learning areas

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

Curriculum review focuses on articulation within and across learning areas to identify gaps,
issues, and concerns across learning areas and grade levels. It aids in Identification of
prerequisite knowledge and skills needed to prepare students for essential learning
competencies. It also provides 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 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?

The most essential learning competencies were identified through the endurance criterion
which greatly contributes to life-long learning and is a pre-requisite skill to the next grade
level. A learning competency was retained if it satisfies two or more learning competencies
that are merged or clustered into one comprehensive learning competency if they have the
same objective or learning intention.

8 Module 2: Most Essential Learning Competencies (MELCs)

5. What is the importance of MELCs in ensuring the delivery of quality instruction?

Since the competencies are originally congested, through formulating the MELCs the quality of
instruction can be attained. Teachers can focus on specified competencies through
conceptualizing strategies to meet the needs of the learners.

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.

Activity 3. Determining which learning competencies were retained, dropped, or merged.

WEEK 1 K-12 LEARNING MELCS

FILIPINO 10 COMPETENCIES
MERGED/ CLUSTERED N/A N/A
Naipahahayag mahalagang Naipahahayag mahahalagang
kaisipan sa napakinggan kaisipan/pananaw sa
F10PN-Ia-b-62 napakinggan, mitolohiya
F10PN-Ia-b-62
Naipahahayag nang malinaw Naipahahayag nang malinaw
ang sariling opinyon sa ang sariling opinyon sa
paksang tinalakay paksang tinalakay
F10PS-Ia-b-64 F10PS-Ia-b-64

Naiuugnay ang mga kaisipang Naiuugnay ang mga

nakapaloob sa akda sa mahahalagang kaisipang
nangyayari sa: nakapaloob sa binasang akda
sarili sa nangyayari sa:
RETAINED pamilya • Sariling karanasan
pamayanan • pamilya
lipunan • pamayanan
daigdig • lipunan
F10PB-Ia-b-62 • daigdig
F10PB-Ia-b-62
Naiuugnay ang kahulugan ng Naiuugnay ang kahulugan ng
salita batay sa kayarian nito salita batay sa kayarian nito
F10PT-Ia-b-61 F10PT-Ia-b-61

Nagagamit ang angkop na Nagagamit nang wasto ang

pandiwa bilang aksiyon, pokus ng pandiwa(sa
pangyayari at karanasan pagsasaad ng aksyon,
LDM2: Learning Delivery Modalities Course for Teachers 9
 F10WG-Ia-b-57 pangyayari at karanasan;)
F10WG-Ia-b-57
Natutukoy ang mensahe at layunin Natutukoy ang mensahe at
ng napanood na cartoon ng isang layunin ng napanood na cartoon
mitolohiya ng isang mitolohiya
F10PD-Ia-b-61 F10PD-Ia-b-61

Nagagamit ang angkop na Nagagamit nang wasto ang

pandiwa bilang aksiyon,
pangyayari at karanasan
F10WG-Ia-b-57
Natutukoy ang mensahe at layunin
ng napanood na cartoon ng isang
mitolohiya
F10PD-Ia-b-61
pokus ng pandiwa(sa
pagsasaad ng aksyon,
pangyayari at karanasan;)
F10WG-Ia-b-57
Natutukoy ang mensahe at
layunin ng napanood na cartoon
ng isang mitolohiya
F10PD-Ia-b-61

DROPPED Naisasagawa ang sistematikong N/A

pananaliksik sa iba’t ibang
pagkukunan ng impormasyon
(internet, silid-aklatan, at iba pa
F10EP-Ia-b-27

WEEK 2 K-12 LEARNING MELCS

FILIPINO 10 COMPETENCIES
MERGED/ CLUSTERED N/A N/A
1.Nasusuri ang tiyak na bahagi Nasusuri ang tiyak na bahagi
ng napakinggang parabula na ng napakinggang parabula na
naglalahad ng katotohanan, naglalahad ng katotohanan,
kabutihan at kagandahang- kabutihan at kagandahang-
asal asal
RETAINED F10PN-Ib-c-63 F10PN-Ib-c-63

2.Nasusuri ang nilalaman, Nasusuri ang nilalaman,

elemento at kakanyahan ng
binasang akda gamit ang mga
ibinigay na tanong
F10PB-Ib-c-63
3.Nabibigyang- puna ang
estilo ng may-akda batay sa
mga salita at ekspresyong
ginamit sa akda
F10PT-Ib-c-62
4.Nahihinuha ang nilalaman,
elemento at kakanyahan ng
pinanood na akda gamit ang
mga estratehiyang binuo ng
guro at mag-aaral
F10PD-Ib-c-62
5.Naipakikita ang kakayahan
sa pagsasalita sa paggamit ng
mga berbal at di-berbal na
elemento at kakanyahan ng
binasang akda gamit ang mga
ibinigay na tanong
F10PB-Ib-c-63
Nabibigyang- puna ang estilo
ng may-akda batay sa mga
salita at ekspresyong ginamit
sa akda
F10PT-Ib-c-62
Nahihinuha ang nilalaman,
elemento at kakanyahan ng
pinanood na akda gamit ang
mga estratehiyang binuo ng
guro at mag-aaral
F10PD-Ib-c-62
Naipakikita ang kakayahan sa
pagsasalita sa paggamit ng
mga berbal at di-berbal na

10 Module 2: Most Essential Learning Competencies (MELCs)

 estratehiya estratehiya
F10PS-Ib-c-65 F10PS-Ib-c-65
6.Naisusulat nang may N/A
maayos na paliwanag ang
kaugnay na collage na may
kaugnayan sa paksa
F10PU-Ib-c-65
Nagagamit ang angkop na mga N/A
DROPPED piling pang-ugnay sa pagsasalaysay
(pagsisimula, pagpapadaloy ng mga
pangyayari, pagwawakas
F10WG-Ib-c-58
Naipakikita ang kakayahan sa N/A
pagsasalita sa paggamit ng mga
berbal at di-berbal na estratehiya
F10PS-Ib-c-65

WEEK 3 K-12 LEARNING MELCS

FILIPINO 10 COMPETENCIES
MERGED/ CLUSTERED N/A N/A
Naipaliliwanag ang Naipaliliwanag ang
pangunahing paksa at pangunahing paksa at
pantulong na mga ideya sa pantulong na mga ideya sa
napakinggang impormasyon napakinggang impormasyon
sa radyo o iba pang anyo ng sa radyo o iba pang anyo ng
RETAINED media media
F10PN-Ic-d-64 F10PN-Ic-d-64
Nabibigyang-reaksiyon ang Nabibigyang-reaksiyon ang
mga kaisipan o ideya sa mga kaisipan o ideya sa
tinalakay na akda tinalakay na akda
F10PB-Ic-d-64 F10PB-Ic-d-64
Natatalakay ang mga bahagi Natatalakay ang mga bahagi
ng pinanood na nagpapakita ng pinanood na nagpapakita
ng mga isyung pandaigdig ng mga isyung pandaigdig
F10PD-Ic-d-63 F10PD-Ic-d-63
Naitatala ang mga Naitatala ang mga
impormasyon tungkol sa isa impormasyon tungkol sa isa
sa napapanahong isyung sa napapanahong isyung
pandaigdig pandaigdig
F10PU-Ic-d-66 F10PU-Ic-d-66
5.Nasasaliksik ang N/A
mahahalagang impormasyon
gamit ang silid-aklatan,
internet, at iba pang batis ng
mga impormasyon
F10EP-Ia-b-28
6.Nagagamit ang angkop na N/A
DROPPED mga pahayag sa pagbibigay ng
sariling pananaw
F10WG-Ic-d-59
Nasasaliksik ang mahahalagang N/A
impormasyon gamit ang silid-

LDM2: Learning Delivery Modalities Course for Teachers 11

 aklatan, internet, at iba pang batis
ng mga impormasyon
F10EP-Ia-b-28
Naibabahagi ang sariling reaksiyon N/A
sa ilang mahahalagang ideyang
nakapaloob sa binasang akda sa
pamamagitan ng brain storming
F10PS-Ic-d-66
Legend:

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.

The unpacking and combining MELCs into learning objectives has been made clearer in our part as
teachers. The activities are very challenging yet the participants were able to accomplish the
different tasks through effective collaboration among participants.

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?

To meet the demands of time, the unpacking and combining the MELCs is necessary. The
setting of the learning process is entirely different that the formulation of the MELCs adapts to
the realistic attainment of mastery of certain competencies.

12 Module 2: Most Essential Learning Competencies (MELCs)

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

The following are considerations in unpacking and combining the MELCs

a. Alignment on the Content and Performance Standards – MELCs are not deviations from the
main features of the K to 12 Curriculum. The content and performance standards are the bases
of formulating MELCs

b. Prerequisite knowledge and skills – MELCs should adhere to developing higher order thinking
skills through considering the prerequisite knowledge and skills

c. Logical sequence of learning objectives - Unpacking the MELCs follows a systematic in

formulating learning objectives to provide ease in attaining mastery.

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

Yes. The MELCS need to be unpacked or combined because the attainment of quality
learning is still the primary goal of the system.
ACTIVITY 2 & 3.

UNPACKING OF MELCS INTO LEARNING OBJECTIVES

Week 1

MELCS Sample Learning Objectives

1. Naiuugnay ang mga kaisipang 1. Napapahalagahan ang mga
nakapaloob sa akda sa nangyayari sa: mahahalagang pangyayari, aral at
sarili paniniwala ng ating mga ninuno.
pamilya 2. Nauunawaan ang aral na napulot sa
pamayanan mitolohoya.
lipunan
daigdig
F10PB-Ia-b-62
2. Naiuugnay ang kahulugan ng salita batay 1. Nagagamit ang mga salitang
sa kayarian nito nakapaloob sa akda, sa pagsulat ng
F10PT-Ia-b-61 pangungusap, ayon sa pagkakaunawa
dito.
2. Naisusulat ang mga salitang
nakapaloob sa akda sa bagong
pangungusap.

Rephrased Learning Competency/ies Sample Learning Objectives

1. Naipahahayag mahahalagang 1. Naibabahagi ang sariling
kaisipan/pananaw sa napakinggan, pananaw/ideya hinggil sa nabasang

LDM2: Learning Delivery Modalities Course for Teachers 13

 mitolohiya teksto.
F10PN-Ia-b-62 2. Nakabubuo ng isang book mark na may
kinalamat sa mga tauhan sa Mitolohiya.
2. Nagagamit nang wasto ang pokus ng 1. Nakabubuo ng mga pangungusap ayon
pandiwa(sa pagsasaad ng aksyon, sa pokus ng pandiwa.
pangyayari at karanasan;) 2. Natutukoy ang pokus ng pandiwa batay
F10WG-Ia-b-57 sa pangungusap..

Week 2

Retained Learning Competency/ies Sample Learning Objectives

1. Nabibigyang- puna ang estilo ng may-
akda batay sa mga salita at ekspresyong
ginamit sa akda
F10PT-Ib-c-62
2. Nahihinuha ang nilalaman, elemento at
kakanyahan ng pinanood na akda gamit ang
mga estratehiyang binuo ng guro at mag-
aaral
F10PD-Ib-c-62
1. Nasusuri ang estilo ng may-akda batay
sa mga salita at ekspresyong ginamit sa
akda.
2. Napahahalagahan ang mga ginamit na
salita nang may-akda sa pamamagitan
ng pag-uugnay nito sa sariling
karanasan.
1. Natutukoy ang nilalaman, elemento at
kakanyahan ng akda gamit ang mga
estratehiyang binuo ng guro at mag-
aaral.
2. Nakapagbibigay-puna, gamit ang isang
talata mula sa napanood na parabula.

Rephrased Learning Competency/ies Sample Learning Objectives

N/A N/A

Week 3
Retained Learning Competency/ies Sample Learning Objectives
1. Natatalakay ang mga bahagi ng pinanood 1. Nagagamit ang angkop na mga pahayag
na nagpapakita ng mga isyung pandaigdig sa pagbibigay ng sariling pananaw.
F10PD-Ic-d-63 tungkol sa napapanahong isyung
pandaigdig.
2. Nakahihikayat ng kapwa mag-aaral na
magkaroon ng kamalayan tungkol sa
isyung pandaigdig.
2. Naitatala ang mga impormasyon tungkol 1. Nakasusulat ng napapanahong isyu
sa isa sa napapanahong isyung pandaigdig mula sa
F10PU-Ic-d-66 napanood/nabasa/napakinggang balita.
2. Nakabubuo ng isang ideya/pagsusuri
tungkol sa napapanahong isyu tulad ng
Covid 19

14 Module 2: Most Essential Learning Competencies (MELCs)

 Rephrased Learning Competency/ies Sample Learning Objectives
N/A N/A

COMBINING OF MELCS

MELCS from week 1 Combined from MELCS

Naipahahayag ang mahahalagang
kaisipan/pananaw sa napakinggan,
mitolohiya Naipahahayag nang malinaw ang
F10PN-Ia-b-62 sariling opinyon sa paksang
Naipahahayag nang malinaw ang sariling tinalakay
opinyon sa paksang tinalakay
F10PS-Ia-b-64
Filipino 10 MELCS from week 2
Nasusuri ang tiyak na bahagi ng
napakinggang parabula na naglalahad ng
katotohanan, kabutihan at kagandahang-
asal Nasusuri ang nilalaman ng
F10PN-Ib-c-63 binasang parabula.
Nasusuri ang nilalaman, elemento at
kakanyahan ng binasang akda gamit ang
mga ibinigay na tanong
F10PB-Ib-c-63
MELCS from week 3
Naipaliliwanag ang Nauunawaan ang mga
pangunahing paksa at pantulong na mga impormasyong napakinggan sa
ideya sa napakinggang impormasyon sa radio o iba pang uri ng media.
radyo o iba pang anyo ng media
F10PN-Ic-d-64
Nabibigyang-reaksiyon ang mga kaisipan o
ideya sa tinalakay na akda
F10PB-Ic-d-64

LDM2: Learning Delivery Modalities Course for Teachers 15