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MODULE 2
MELC

FLORENCIO A.VIRADOR JR, PhD

Master Teacher I/ Mat-i Central School
 MODULE 2:
MOST ESSENTIAL LEARNING COMPETENCIES
(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

ESTIMATED TIME REQUIRED

3 hours

Reflection:

When I heard that DepEd designed MELC instead of PELC or LCs in

CG’s which we usually used in F2F learning, I had these perspective that it’s just
a form of drama in the current situation as mechanism for learning continuity in
this time of crises.

However, when I go beyond reading my handouts and listening to the

discussions of the what, why, and how of MELC including the unpacking
facilitated by Mrs. Gemma Pastoril and with the group sharing of ideas, I knew
Its significance in the delivery of instruction in diverse types of learning
modalities.

I comprehended that MELC is mainly designed for the development of

basic skills of the learners for lifelong learning including the desirable
competencies for enhancement of the foundational skills.

Eventually, with the discussion of unpacking, I learned from my colleague

how to merge/cluster, retain and drop LCs comparing the K TO 12 LCs and
MELCs.

Finally, MELC would served as guide for curriculum implementers in

delivering quality basic education to the learners various LDM.
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?

 Amidst the threat of COVID-19 pandemic, teachers in the education sector is

facing great challenges on how to cover and convey effectively all the
Learning Competencies in various distance learning delivery modalities with
the assurance of quality education considering time constraints while ensuring
safety of teachers and learners based on protocols of IATF. Teachers cannot
solve this alone and he/she needs assistance from its peers, colleagues, and
parents as well as the community to walk through the challenges brought us
by this pandemic.

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! With decongested curriculum, teachers lack focused on the

numerous content and performance standards which results to limited time in
designing lessons, planning for effective delivery of instructions, and
preparations of Instructional Materials needed in the teaching-learning
process. Simplified curriculum focusing on Most Essential Learning
Competencies maintaining its content and standards paved way for quality
instruction.

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 MELC serve as one of the guides for teachers as they addressed the
instructional needs of learners while ensuring that curriculum standard are
maintained and achieved. It also intend to assist schools in navigating the
limited number of school days as they employ multiple delivery schemes by
providing them ample instructional space.

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

learning competencies?
 Curriculum review provides a greater chance for the identification of gaps,
issues, and concerns among different grade levels and subject areas. It helps
the curriculum planners to identify the areas needed for improvement to
promote a more holistic experience to the learners.

3. What is the difference between essential learning competencies and

desirable learning competencies?
 Essential learning competencies build the foundational knowledge skills and
attitudes of learners applicable in real life situations for lifelong learning while
desirable learning competencies enhance foundational skills of the learners.

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 MELC was identified through its most importance objectives that could be
used by the learners in its daily life like skills, abilities, understanding and
protecting itself from the rise of environmental hazards.

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

instruction?
 The MELC serve as the bible of educators to aligned, follow and provide
uniform instruction of learners throughout the entire country amidst the crisis
we are facing today.

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 MELC’s
Competencies
ENGLISH 6
Merged/Clustere Q1 Q4
d EN6G-Ia-2.3.1 -Compose clear and
Compose clear and coherent
sentences using appropriate coherent sentence using
grammatical structures: appropriate grammatical
-Pluralization of regular nouns structures, verb tenses,
EN6G-Ib-2.3.2 conjunctions, adverbs
Compose clear and coherent
sentences using appropriate
grammatical structures:
-Pluralization of irregular nouns
EN6G-Ic-3.2
Compose clear and coherent
sentences using appropriate
grammatical structures:
-tenses of verbs
EN6G-Id-3.3
Compose clear and coherent
sentences using appropriate
grammatical structures:
-aspects of verbs
EN6G-Ie-3.6
Compose clear and coherent
sentences using appropriate
grammatical structures:
-modals
EN6G-If-4.4.1
EN6G-If-4.4.3
EN6G-If-4.4.2
Compose clear and coherent
sentences using appropriate
grammatical structures:
-Pronoun-reference agreement
(number, case, gender)
EN6G-Ig-4.4.1
EN6G-Ig-4.4.3
EN6G-Ig-4.4.2
Compose clear and coherent
sentences using appropriate
grammatical structures:
-Pronoun-reference agreement
(number, case, gender)
EN6G-Ih-3.9
Compose clear and coherent
sentences
using appropriate grammatical
structures:
-Subject-verb agreement
EN6G-Ii-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
-Subject-verb agreement
EN6G-Ij-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
-Subject-verb agreement
Merged/Clustere EN6RC-Ia-2.3.1 EN6RC-IIIa-3.2.8
d EN6RC-Ia-2.3.3 Identify the purpose, key
EN6RC-Ia-2.3.2 structural and language features
EN6RC-Ia-2.3.9 of various types
Analyze sound devices (onomatopoeia, informational/factual texts
alliteration, assonance, consonance
EN6RC-Ib-6.1
EN6RC-Ib-6.2
EN6RC-Ib-6.3
EN6RC-Ib-6.4
Analyze poem with 4 or more stanzas
in terms of its elements (rhymes, sound
devices, imagery and figurative
language)
EN6RC-Ic-6.5
EN6RC-Ic-6.6
EN6RC-Ic-6.7
Determine tone, mood, and purpose of
the author
EN6RC-Id-6.8
EN6RC-Id-6.9
Analyze figures of speech (simile,
metaphor)
EN6RC-Ie-6.10
EN6RC-Ie-6.11
Analyze figures of speech (hyperbole,
irony)
EN6RC-If- 6.12
Analyze figures of speech (culture-
based euphemism
Retained Q3 Q1
EN6VC-IIIa-6.1 EN6VC-IIIa6.2
EN6VC-IIIa-6.2 Identify real or make-
Identify real or make-believe, fact or
non-fact images believe, fact or non-fact
images
Q4 Q1
EN6VC-IVd-1.4 EN6VC-IVd-1.4
Make connections between Make connections between
information viewed and personal information viewed and personal
experiences
experiences
Dropped EN6OL-Ia-1.17 n/a
Relate an experience appropriate to the
occasion
EN6F-Ia-2.9
Self-correct when reading
EN6F-Ib-1.6
Read aloud grade level appropriate text
with an accuracy rate of 95 – 100%
EN6A-Ia-16
Observe politeness at all times
EN6A-Ia-17
Show tactfulness when communicating
with others
EN6A-Ia-18
Show openness to criticism

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 following are the insights gained from the sharing:

1. DepEd has decided to design MELC to address the challenges for Basic
Education Learning Continuity amidst COVID-19 pandemic.
2. MELC served as teacher’s guide in designing effective instructions in various
learning delivery modalities.
3. The Most Essential Learning Competencies (MELC) covers mainly the k to 12
learning competencies essential for the development of learner’s foundational
knowledge, skills and attitudes for lifelong learning.
4. The unpacking of competencies which includes clustering, merging, retention, and
dropping of LCs enables educators and curriculum planners to craft comprehensive
learning competencies relevant to the needs of the learners in the current situation.

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?

 The importance of unpacking and combining MELC are these follows:
Learning competency is retained if it satisfies the endurance criterion which
greatly contributes to lifelong learning and is prerequisite skill to the next
grade level. Two or more learning competencies are merged or clustered if
they have same objective however some competencies were dropped or
removed because they are too specific, they are deemed appropriate to be
introduced at an early stage.
 2. What considerations must be taken in unpacking and combining the
MELCs? Explain each.
 In unpacking the MELC we need to consider three things:
a. 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.
b. Pre-requisite knowledge and skills
-Curriculum goal must be hierarchy. Mastery of the basic knowledge is a must
before going to the other stage of learning.
c. Logical sequence of performance objectives
- Coherent sequence of objectives is very important so that we could share
better ideas to our learners. 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?

-The teacher may unpacked 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
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.

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.

Synthesis of the presentation:

Secondary group

1. Competencies listed in the MELC are enduring and these were based on the
basic knowledge and skills of the learners to acquire.
2. Some competencies in the CG were dropped IN MELC and these were combined
into one and added in MELC for these competencies were needed for learners to
develop their basic foundational skills for lifelong learning.

Elementary group

1. Some related competencies in CG were merged/clustered and listed as one in

MELC good for only one instruction.
2. Some competencies in K TO 12 competencies were retained and these can be
found also in MELC.