STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

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

MAILYN L. HERNANDEZ
Teacher III
 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?
* Differences in socio – economic status, indicated by internet access
at home and readiness to engage in blended or distance learning
*Climate of fear, coordination and cooperation among students,
teachers, parents and other stakeholders
No, teachers need the support and cooperation of the local govt,
stakeholders, parents and students. It will be difficult since there is 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?
A congested curriculum happens when to many subjects are squeezed into
a period of time. Yes I agree, students can hardly finished all the
requirements of every subject teachers at the same time. The tendency they
do it only for compliance and learning are at stake.
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.

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 general and specific purposes of the development of MELCs
is to address the congestion and overlaps of the K to 12 Curriculum. It had
been streamlined to 5,687 MELC from the original 14,171 or a reduction
of 60 percent. This simplified curriculum is part of DepEd’s response to
develop resilient education systems during emergencies by focusing only on
the most important lesson.

2. How does curriculum review aid in the identification of essential learning competencies?
- It is important to undergo curriculum review in order to identify
the essential learning competencies which shall serve as a primary
reference of all schools, schools divisions and regional offices in determining
and implementing learning delivery approaches that are suited to the local
context and diversity of learners while adapting to the challenges caused
by COVID – 19.

- Curriculum review led to the identification of gaps, issues and

concerns within and across learning areas and grade level. It helps in the
identification of areas for improvement that would enhance the learning
engagement , experience, and outsome and consequently recommend
solution.

3.What is the difference between essential learning competencies and desirable learning
competencies?
-Essential learning competencies are suited to the local context and
diversity of learners while adapting to the challenges considering the time
frame and situation while desired learning competencies respond to the
needs of the learner as a whole, which in both learning and development
of the child are not at stake.
 -Essential learning competencies were defined as what the students
need, considered indispensable, in the teaching-learning process to build
skills to equip learners for subsequent grade levels and consequently, 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?

1.it is aligned with national, state, and/or local standards/ frameworks

(e.g., scientifically-literate Filipinos)
2. it connects the content to higher concepts across content areas
3. it is applicable to real-life situations
4. it would be important for students to acquire the competency after s/he
left that particular grade level
5. it would not be expected that most students would learn this through
their parents/communities if not taught at school

- This simplified curriculum is part of DepEd’s response to develop

resilient education systems during emergencies by focusing only on the most
important lesson.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
- MELCs will enable DepEd focus on the most essential and
indispensable competencies thus ensuring the delivery of quality instruction.

-MELCs serve as one of the guides for teachers as they address

the instructional needs of learners while ensuring that curriculum
standards are maintained and achieved. It intend to assist schools in
navigating the limited number of school days as they employ multiple
delivery schemes by providing them ample instructional space.

-MELCs remains with learners long after single test or unit of study
is completed or it is useful beyond a single test or unit of study.
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.

K12 LEARNING MELCs

COMPETENCIES
Merged/Cluster Naiuugnay ang mga Napapanatili ang
kaisipang nakapaloob mga kaisipang
sa akda sa nakapaloob sa akda
nangyayari sa: sa nangyari sa: sarili,
Sarili pamilya,
Pamilya pamayanan, lipunan
Pamayanan , daigdig (MELC 2)
Lipunan
Daigdig
(F10PB-Ia-b-62)
Retained Naiiugnay ang Naiuugnay ang
kahulugan ng salita kahulugan ng salita
batay sa kayarian batay sa kayarian
nito nito (MELC 3)
(F10PT-Ia-b-61)
Dropped N/A N/A
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.

JOT DOWN INSIGHTS:

- Members asked clarification which MELCs will be considered as
merged/claustered
- Collaboration is encouraged among members.
 LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1

1. What is the importance of unpacking and combining the MELCs?

- To systematize learning activities and effectively address 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.
- We have to consider the following in unpacking the MELCs:

- Alignment on the Content and Performance Standards – The MELCs are

not a departure from the standards – based designs 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 higher – order cognitive demands. As such, lower
cognitive demand may be considered first in creating learning
objectives. This ensures that prerequisites 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
learner, 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?
In depends on the need of the learners and as long as the content and the
performance standards are attained. Sequence of the lesson must be consider in
unpacking and combining.
ACTIVITY 2

UNPACKING OF MELCs

MELCs LEARNING OBJECTIVES

F10PN-Ib-C-63
Nasusuri ang tiyak na bahagi ng Nailalahad ang bahagi ng parabula
napakinggang parabula na na nagaganap sa tunay na buhay
naglalahad ng katotohaan,
kabutihan at kagandahang - asal Naibibigay ang aral na nakapaloob
sa akda

Nakapagsasatao ng pangyayaring
nagpapakita ng katotohana,
kabutihan at kagandahang – asal

COMBINE AT LEAST TWO MELCs

KWARTER CONTENT PERFORMANCE MELCs

STANDARD STANDARD
(Pamantayang (Pamantayan sa
Pangnilalaman) Pagganap)
Unang Markahan Naipamamalas ng Ang mag-aaral ay 1.Naipapahayag
mag-aaral ang nakabubuo ng nang malinaw ang
pag-unawa at kritikal na sariling opinion sa
pagpapahalaga sa pagsusuri sa mga paksang tinalakay
mga akdang isinagawang (F10PS-Ia-b-64)
pampanitikan critique tungkol sa
alinmang akdang 2.Nabibigyang –
pampanitikang reaksyon ang mga
Mediterranean kaisipan o ideya sa
tinalakay sa akda
(F10PB-Ic-d-64)

3.Naibibigay ang
sariling
interpretasyon
kung bakit ang
mga suliranin ay
ipinararanas ng
 may – akda sa
pangunahing
tauhan
(F10PB-Ie-f-65)

4.Naibabahagi
ang sariling
opinion o
pananaw batay sa
napakinggan
(F10PN-Ii-j-68)

MELCs Major Theme/Topic

1,2,4 Paglalahad ng Opinyon/Reaksyon
3 Interpretasyon sa Suliranin