VERONICA NATIONAL HIGH SCHOOL

Baranggay Veronica, Lopez, Quezon

Cell # 09286561494 or at veronicanhs@gmail.com
“ Creating Possibilities, Inspiring Innovations”

ACTIVITY 2
1. The release of MELCs is not only a response to addressing the challenges of
the current health crisis but also part of the Department’s long-term response
to the call of SDG4 to develop resilient education systems, most especially
during emergencies. The MELCs can be used under similar circumstances as a
mechanism to ensure education continuity. It also serves as one of the guides
for teachers as they address the needs of learners while ensuring that
curriculum standards are maintained and achieved. Furthermore, the MELCs
intent to assist schools in navigating the limited number of school days as
they employ multiple delivery schemes by providing them ample instructional
space.
2. It provides an overview of the articulation of LCs in each learning area.
Specifically, the review covered the following:
a. Mapping of the essential and desirable learning competencies within the
curriculum.
b. Identification of prerequisite knowledge and skills needed to prepare
students for essential learning competencies, and;
c. Analysis of the interconnectedness of prerequisite knowledge and skills
among the learning competencies for each subject area.
3. Essential learning competencies pertains to those what the students need,
these are considered indispensable in the teaching-learning process to build
skills to equip learners for subsequent grade levels and consequently for
lifelong learning.
Desirable learning competencies has something to do with what may enhance
education but may not be necessary in building foundation skills.
4. MELCs were identified based on the reduced number of the identified
essential learning competencies per quarter. ENDURANCE was considered the
primary determining factor in the selection of MELCs.
5. AS cited on its general and specific purposes of MELCs. The MELCs are
important due to the following reasons:
a. It serves as long-term response to the call of SDG4 and to develop
resilient education systems, especially during emergencies.
b. It can be used as a mechanism to ensure education continuity.
c. It serves as one of the guides of teachers.
d. It assists schools in navigating the limited number of school days in
employing various or different delivery modalities.