LDM2 MODULE

2
LESSON 1:
BACKGROUND,
RATIONALE,
ACTIVITY 1 Answer the following reflective questions in your Study Notebook:

AND
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
DEVELOPMENT
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?
OF MELCS
Answer-When Covid-19 pandemic strike our educational institution also affected and as a reflection the
fundamental concerns in terms of curriculum standards that need to be addressed was Learning
Competencies specially the Most Essential Learning Competencies. In choosing the MELC on the current
learning competencies are significant during this time of pandemic. This concern couldn’t solve by
teachers alone because in terms of this the curriculum expert collaboration is needed and important to
offer a quality education for all.

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?

Answer- Yes, because there are so many competencies in our curriculum that are seemingly repeated,
and it give a result of poor performance or low mastery level on the learners. Based on what I’ve
experience as a teacher I saw that there’s a topic with learning competencies that are so idealistic that
it’s hard to achieve but we as a teacher find ways to deliver it to our learners.
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?

Answer-Generally MELCs are designed to develop resilient education systems, most especially
during emergencies and can be used under similar circumstances as an instrument to ensure education
continuity despite pandemic. The specific purpose of this is to serve as the guides for teachers as they
address the instructional needs of learners while ensuring that curriculum standards are maintained and
achieved during the challenges brought by pandemic. Also, it intends 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?

Answer-The curriculum review aid in the identification of essential learning competencies by mapping
of the essential and desirable learning competencies within the curriculum, by identifying the
prerequisite knowledge and skills needed to prepare students for essential learning competencies;
and by analyzing 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?

Answer-Essential Learning Competencies are lifelong skills that may serve as foundation in developing
knowledge and skills. These are what the students need and are considered necessary or compulsory in
the teaching-learning process to build skills and to equip learners for succeeding years in education.
These are the competencies that are applicable in the real life. On the other hand, desirable learning
Competencies are those that enhance the skills 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?

Answer-The most essential learning competencies were identified through collaboration from
stakeholders with ACTRC relying on a determining factor that was based on the impact of the
competency towards its learners-they call it Endurance. A learning competency is considered enduring if
it remains with learners long after it was given or completed or if it is still useful beyond a single use.
Examples of such learning competencies include research skills, reading comprehension, writing, map
reading, and hypothesis testing, which are essential in many professions and is applicable in
everyday life.

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

The importance of the MELCs in ensuring the delivery of quality instruction is that teachers are
guided and more focus on the important learning competencies that needs to attain and deliver to the
students despite pandemic.
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
Competencies
Merged/Clustered  Nailalarawan ang mga
yamang likas ng Asya-
AP7HAS-Ie1.5
 Natataya ang mga
implikasyon ng
kapaligirang pisikal at
yamang
likas ng mga rehiyon sa
pamumuhay ng mga
Asyano noon
at ngayon sa larangan
ng:
7.1 Agrikultura
7.2 Ekonomiya
7.3 Pananahanan
7.4 Kultura- AP7HAS-
If1.6
 Napapahalagahan ang
yamang tao ng Asya-
AP7HAS-Ih1.8
Retained  Naipapaliwanag ang
konsepto ng
Asya tungo sa
paghahating –
heograpiko: Silangang
Asya,
Timog-Silangang Asya,
TimogAsya, Kanlurang
Asya, Hilagang
Asya at Hilaga/ Gitnang
Asya- AP7HAS-Ia1.1
 Nailalarawan ang mga
katangian
ng kapaligirang pisikal
sa mga
rehiyon ng Asya katulad
ng
kinaroroonan, hugis,
MELCs
 Nasusuri ang yamang
likas at ang mga
implikasyon ng
kapaligirang pisikal sa
pamumuhay ng mga
Asyano noon at
ngayon.- AP7HAS-Ig1.7
 Nasusuri ang
komposisyon ng
populasyon at
kahalagahan ng
yamang-tao sa Asya sa
pagpapaunlad ng
kabuhayan at lipunan sa
kasalukuyang panahon.
 Naipapaliwanag ang
konsepto ng Asya tungo
sa paghahating-
heograpiko: Silangang
Asya, Timog-Silangang
Asya, Timog-Asya,
Kanlurang Asya,
Hilagang Asya at Hilaga/
Gitnang Asya- AP7HAS-
Ia1.1
 Nailalarawan ang mga
katangian ng
kapaligirang pisikal sa
mga rehiyon ng Asya
katulad ng
kinaroroonan, hugis,
sukat, anyo, klima at
“vegetation cover”
 sukat, anyo, (tundra, taiga,
klima at “vegetation grasslands, desert,
cover” tropical forest,
(tundra, taiga, mountain lands) -
grasslands, desert, AP7HAS-Ia-1
tropical forest,  Napapahalagahan ang
mountain lands)- ugnayan ng tao at
AP7HAS-Ib1.2 kapaligiran sa paghubog
 Napapahalagahan ang ng kabihasnang
ugnayan Asyano.- AP7HAS-Ie1.5
ng tao at kapaligiran sa  Nailalarawan ang mga
paghubog yamang likas ng Asya.
ng kabihasnang Asyano-  Napaghahambing ang
AP7HAS-Ia-1 kalagayan ng
 Nailalarawan ang mga kapaligiran sa iba’t
yamang ibang bahagi ng Asya.
likas ng Asya- AP7HAS-  Naipapahayag ang
Ie1.5 kahalagahan ng
 Nakapaghahambing ng pangangalaga sa
kalagayan timbang na kalagayang
ng kapaligiran sa iba’t ekolohiko ng rehiyon.
ibang
bahagi ng Asya-
AP7HAS-Ic1.3
 Naipapahayag ang
kahalagahan
ng pangangalaga sa
timbang na
kalagayang ekolohiko
ng rehiyon- AP7HAS-
Ig1.7

Dropped  Nailalarawan ang

komposisyong etniko ng
mga rehiyon sa Asya-
AP7HAS-Ij1.10
 Nasusuri ang kaugnayan
ng paglinang ng wika sa
paghubog ng kultura ng
mga Asyano- AP7HAS-
Ij1.11
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.

Answer- MELCs are indeed the answer to the perennial problem on congested curriculum of the Kto12.
It makes the learning process less complicated without compromising the standard. But there’s just a
little critique that there’s a few competencies dropped.Almost all are still the same.Nonetheless, the
MELCs still served its purpose in ensuring the continuity of education despite our current situation.
 LDM2 MODULE
2
LESSON
2:UNPACKING
ACTIVITY 1
AND
COMBINING
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the
MELCS INTO
document, provide a brief and concise response to the following guide questions in your Study
Notebook:
LEARNING
1. What is the importance of unpacking and combining the MELCs?

OBJECTIVE
Answer: It systematizes or organizeslearning activities and effectively addresses the varying needs of
learners and the challenges of instructional deliveries.

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

Answer: The considerations that must be taken in unpacking and combining the MELCs are the
following: ➢Alignment on the Content and Performance Standards -The MELCs are not a departure
from the standards-based design, which is one of the main features of the K to 12 Curriculum. In fact,
there are no MELCs without the content and performance standards.

➢Prerequisite knowledge and skills -It is worth noting that the identified MELCs cater to higherorder
cognitive demands. As such, lower cognitive demand may be considered first in creating learning
objectives. This ensures that prerequisite knowledge and skills that would enable the achievement of
MELCs, and eventually the content and performance standards, are addressed.

➢Logical sequence of learning objectives -Since the intention of unpacking the MELCs is to provide
systematic learning experiences for learners, it is incumbent that the unpacked learning objectives
follow a logical sequence.

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

Answer: No, because not all have passed the considerations to be taken in combining or unpacking the
MELCs. Some are already too specific to be combined while others are to general or broad to be
combined.
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

MELCs
• Naipapaliwanag ang konsepto ng Asya
tungo sa paghahating-heograpiko: Silangang
Asya, Timog-Silangang Asya, Timog-Asya,
Kanlurang Asya, Hilagang Asya at Hilaga/ Gitnang
Asya- AP7HAS-Ia1.1
• Napapahalagahan ang ugnayan ng tao at
kapaligiran sa paghubog ng kabihasnang Asyano.
- AP7HAS-Ie1.5
• Naipapahayag ang kahalagahan ng
pangangalaga sa timbang na kalagayang
ekolohiko ng rehiyon.
Unpacked
A. Naipaliliwanag ang konsepto ng Asya batay sa
pinagmulang salita at mga pananaw ukol dito.
B. Natutukoy ang mga salik sa paghahati sa Asya
sa limang (5) rehiyon.
C. Naiisa-isa ang mga bansang kabilang sa bawat
rehiyon sa Asya.
D. Natutunton ang mga bansang kabilang sa
bawat rehiyon sa Asya sa pamamagitan ng mapa.
E. Nasusuri ang katangian ng Kapaligirang Pisikal
ng Asya batay sa lawak, sukat, anyo at iba pa.
-The two MELC will combine as they are close to
the topic Mga Likas na Yaman ng Asya at
kahalagahan nito.

Content Performance Combined MELC

Standard
Ang mag-aaral ay naipamamalas
ng mag-aaral ang pag-unawa sa
ugnayan ng kapaligiran at tao sa
paghubog ng sinaunang
kabihasnang Asyano.
Standard
Ang mag-aaral ay malalim na Nabibigyang halaga ang
nakapaguugnay-ugnay sa kaugnayan ng tao at kapaligiran
bahaging ginampanan ng s paghubog ng kabihasnang
kapaligiran at tao sa paghubog Asyano.
ng sinaunang kabihasnang
Asyano.