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
 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?

The Educational sector is not spared from the effects of the COVID-19 pandemic.
In our country more than 27 million learners in the basic education alone rely their
education and future on our shoulders. One of the concerns that must be considered is
the limited number of class days. Another concern is that, how can the teacher assures
that the learner could comprehend the lesson written in modules? We teachers can’t
deny the fact that there are learners that couldn’t grasp the lesson or learning
competency based on the curriculum guide. Even in normal set up inside the classroom
this circumstance happens, how much more in distance learning?
To address this, the Most Essential Learning Competencies (MELCs) were
thoroughly identified. If the DepEd, would just rely everything to teachers, the
framework “Sulong Edukalidad” would not be achieved. In this time of crisis, teamwork
& collaboration from the secretary of education down to classroom teachers is essential
in sustaining delivery of quality, accessible, relevant and liberating Philippine basic
education.

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?
I do agree that the congested curriculum has been one of the factors on the
poor performance of Filipino learners for I have learners that couldn’t grasp the
lesson because of some complex competencies in the curriculum guide. Moreover, I
have also observed that there are certain topics with subtopics that are taught in
different time frames. As a result of inconsistency of the topics, the learners
forgotten the prerequisite knowledge that is needed in understanding the next
lesson.

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?
MELCs serves as one of the guides for teachers in ensuring the continuity of
education despite the pandemic. Moreover, MELCs intend to assist schools in navigating the
limited number of school days. However, it does not disregard the standards set by the K-12
curriculum guides.
 2. How does curriculum review aid in the identification of essential learning
competencies?
Bureau specialists, academic experts and field implementers worked together to
reach a consensus regarding the criteria to be used and mechanisms to adopt in determining
the essential learning competencies. So, the DepEd initiated a curriculum review, headed by
Secretary Leonor Magtolis-Briones. The K-12 Curriculum review is not just meant to fulfill
one of the provisions of Republic Act 105333 to review the currivulum, but is also the
continuing commitment to enc=sure quality, relevant and liberating education.
The review focused on the articulation within and across learning areas and grade
levels, which led to the identifcation of gaps, issues and concerns. Moreover, areas for
improvement that would enhance the learning engagement, experience and outcomes were
identified and consequent solutions were recommended.

3. What is the difference between essential learning competencies and desirable

learning competencies?
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?
In determining the criteria for the selection of the MELCs, the department
collaborated with stakeholders from ACTRC, during which the descriptor-ENDURANCE -
was considered the primary determining factor. A learning competency was considered
enduring if it remains with learners long after a test or unit of study is completed, or if it
is useful beyond a single test or unit of study.
The DepEd then identified the MELCs across all learning areas through the
application of these understandings. In this process, the decision whether a learning
competency is to be retained, merged, dropped or rephrased. As a general rule, a
learning competency is retained if it satisfies the endurance criterion which greatly
contributes to life-long learning competencies and is a prerequisite skill to the next
grade level. Two or more learning competencies are merged or clustered if they have
the same objective or learning intention and can therefore be combined into one
comprehensive learning competency. However, learning competencies are
removed/dropped due to the following reasons:
 They are too specific.
 They are deemed appropriate introduced in an earlier quarter of grade level or moved
to a later quarter of grade level.
 They are recurring
 They are subsumed in another learning competency.

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

instruction?
MELCs is important because these serves as a guide for the teachers to deliver
quality education. these were chosen competencies aligned standards of the curriculum. It
means that all the competencies are deemed important in producing life-long learners.

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
12. Nailalarawan ang mga
pangarap o ninanais para sa
sarili
12.1
Natutukoy ang mga
MERGED/CLUSTERED pangarap o ninanais
12.2
Naipapakita ang
pangarap sa
malikhaing
pamamaraan
Nasasabi ang batayang
impormasyon tungkol sa
sarili: pangalan,
magulang, kaarawan, edad,
RETAINED tirahan, paaralan, iba pang
pagkakakilanlan
at mga katangian bilang
Pilipino
Nailalarawan ang pisikal na
katangian sa pamamagitan
ng iba’t ibang malikhaing
DROPPED
pamamaraan
K TO 12 LEARNING
COMPETENCIES
MERGED/CLUSTERED 15. Nakapagpapakita ng
mga paraan upang
makamtam at mapanatili
ang kaayusan at
kapayapaan sa tahanan at
paaralan tulad ng:
15.1. pagiging masaya para
sa tagumpay ng
ibang kasapi ng pamilya at
MELCS
Naipagmamalaki ang sariling
pangarap o ninanais sa
pamamagitan ng
mga malikhaing
pamamamaraan
Nasasabi ang batayang
impormasyon tungkol sa sarili:
pangalan,
magulang, kaarawan, edad,
tirahan, paaralan, iba pang
pagkakakilanlan
at mga katangian bilang Pilipino
N/A
MELCS
12. Nakasusunod sa utos ng
magulang at
nakatatanda. Nakapagpapakita
ng mga paraan
upang makamtam at mapanatili
ang kaayusan at
kapayapaan sa tahanan at
paaralan tulad ng:
12.1.pagiging masaya para sa
 ng kamag tagumpay ng
aral ibang kasapi ng pamilya at ng
15.2. pagpaparaya kamag-aral
15.3. pagpapakumbab 12.2.pagpaparaya
12.3.pagpapakumbaba

1. Nakikilala ang sariling: 1. Nakikilala ang sariling:

1.1. gusto 1.1. gusto
1.2. interes 1.2. interes
1.3. potensyal 1.3. potensyal
RETAINED 1.4. kahinaan 1.4. kahinaan
1.5. damdamin / emosyon 1.5. damdamin / emosyon

4. Nakapagpapakita ng N/A
wastong pag-uugali sa
DROPPED
pangangalaga sa sarili

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.
We have observed that most of the competencies in the the K-12 Curriculum Guide
can still be found in the MELCs. Only a few were dropped. There were also competencies
that were merged/clustered because there objectives were aligned.
 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 MELCs is to provide systematic learning
experiences to the learners. Then combining at least two MELCs will allow teachers bro
effectively design instructional resources without veering away from the standard prescribed
by the curriculum.

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

Explain each.
In unpacking the MELCs into learning objectives you need to consider 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-12
Curriculum.
 Prerequisite Knowledge and Skills- It is worth noting that the identified MELCs cater to
higher 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.
 Logical Sequence of Learning Objectives- since the intention of unpacking the MELCs is
to provide a systematic learning experiences for learners it is incumbent that the
unpacked learning objectives follow a logical sequence.
In combining MELCs field implementers should take note of the following criteria:
 Commonality of content, topic of theme- MELCs to be to be combined should show
commonality and relatedness in content, topic or theme.
 Aligned with Content and Performance Standards- just like in the unpacking of MELCs,
combining two or more should be an achievement of the content and performance
standards.

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

No, because not all competencies in the MELCs are related and manifest a
common content or topic.
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.

Subject: ARLING PANLIPUNAN 1

Grade Level: 1
MELCs: Nailalarawan ang sariling pamilya batay sa: (a) komposisyon (b) kaugalian at
paniniwala (c ) pinagmulan at (d) tungkulin at karapatan ng bawat kasapi

Unpacked Learning Objectives:

 Naiisa-isa ang mga miyembro ng pamilya
 Nailalarawan ang bawat kasapi ng sariling pamilya
 Naisasabi ang mga kaugalian at paniniwala ng buong pamilya.
 Natutukoy ang pinagmulan at mga ninuno
 Naiisa-isa ang mga tungkulin at karapatan na dapat gampanan ng bawat
kasapi ng pmilya

Combined MELCs
MELCs Number Major Topic/Theme
1&2 Pagkilala sa Konsepto at Kasapi ng
Pamilya
3,4&5 Kahalagahan ng Pamilya
6&7 Pagbigay ng Konklusyon sa mga
Alituntunin ng pamilya

Synthesis:
Unpacking and combining MELCs aim to provide systematic learning experiences
for learners. These will also allow teachers to effectively design instructional
resources without veering away from the standards prescribed by the
curriculum. To do this , learning objectives must aligned with the competencies
and content of the MELCs itself.