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?

Continuity of Learning is a critical component of school management, as it promotes the

continuation of teaching and learning despite circumstances that interrupt normal school
attendance. Accessibility, type and quality of materials, and the length of time that this type
of learning must be maintained.

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 curriculum serves as a guide for teachers that establishes standards for student
performance and teacher accountability. It is a combination of instructional practices,
learning experiences, and student performance assessments that are designed to bring out
and evaluate the target learning outcomes of a particular subject or course. However, the
curriculum sometimes does not serve its purpose for the reason that is becoming
overcrowded.
I agree that the congested curriculum is one of the root causes of the unsatisfactory
achievement of our students. It is because of the number of competencies to be taught in
a limited given time. Teachers need to proceed to the next competency though there is no
mastery from the learners on the desired previous competency.

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 MELCs were provided by the DepEd as a primary reference in determining and
implementing learning delivery approaches that are suited to the local context and diversity of
learners amidst the COVID-19 pandemic challenges.
 2. What is the difference between essential learning competencies and desirable learning
competencies?

The main difference between essential learning competencies and desirable learning
competencies, essential learning competencies deals with the students’ need, it is considered
to be essential in the teaching-learning process to build skills to equip learners for subsequent
grade levels and subsequently, for lifelong learning. While desirable learning competencies as
what may enhance education but may not be necessary for building foundational skills.

3. 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?

In determining the criteria for the selection of the most essential learning competencies,
the descriptor “ENDURANCE” was considered to be the primary determining factor. A learning
competency is considered enduring if it remains with learners long after a test or unit of study
is completed. If it is useful beyond a single test or unit of study.

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

The MELCs will enable the Department to focus instruction on the most essential and
indispensable competencies that our learners must acquire, as we anticipate challenges in
learning delivery.

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
MELCS
COMPETENCIES
MERGED/CLUSTERED Describe the distribution of active
volcanoes, earthquakeepicenters, and Describe and relate the distribution of
major mountain belts; active volcanoes, earthquake epicenters,
S10ES-Ia-j-36.1 and major mountain belts to Plate Tectonic
Theory;
Describe the different types of plate S10ES-Ia-j-36.1
boundaries;
S10ES-Ia-j-36.2
Explain the different processes that occur
along the plate boundaries;
S10ES-Ia-j-36.3

Describe the internal structure of the

earth;
S10ES-Ia-j-36.4
 Describe the possible causes of plate
movement;
S10ES-Ia-j-36.5

Enumerate the lines of evidence that

support plate movement.
S10ES-Ia-j-36.6
Describe the different types of plate Describe the different types of plate
boundaries; boundaries;
S10ES-Ia-j-36.2 S10ES-Ia-j-36.2

Explain the different processes that occur Explain the different processes that occur
along the plate boundaries; along the plate boundaries;
S10ES-Ia-j-36.3 S10ES-Ia-j-36.3
RETAINED
Describe the possible causes of plate Describe the possible causes of plate
movement; movement;
S10ES-Ia-j-36.5 S10ES-Ia-j-36.5

Enumerate the lines of evidence that Enumerate the lines of evidence that
support plate movement. support plate movement.
S10ES-Ia-j-36.6 S10ES-Ia-j-36.6

Describe the internal structure of the

earth;
DROPPED
S10ES-Ia-j-36.4

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.

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?

It helps us to target the different concepts such as content knowledge, reasoning and
cognitive areas, and skills performance of the students. With this, it shows teachers how
students learn and discover through this learning process.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
 Unpacking and combining the MELCs should consider the depth of knowledge required of
the standard. Designs tasks for learners according to the complexity of thinking required to
successfully complete them.

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

Yes, it needs to be unpacked or combined for easy accessibility and navigation of topics.
To avoid repetition of topics.

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.