Curriculum Contextualization

MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)
 GUIDELINES IN THE USE OF THE MOST ESSENTIAL
LEARNING COMPETENCIES (MELCs)
 RATIONALE
 As the COVID 19 pandemic continue to impact various
governments and economies around the world, even schools are
not spared from its crippling effects. The current global health
crisis poses a profound impact on the basic education system as
approximately 87% of the world’s student population, that is
1.5 billion learners , have been affected by school closures
(UNESCO, 2020). While interim distance and remote learning
programs are being put in place in many locations, the most
marginalized, poverty-stricken, and vulnerable children are also
the most disadvantaged.
 The Department echoes UNESCO’s belief that educational
quality, access, and system strengthening cannot be
compromised in times of crisis (UNESCO 2017) and doing
the opposite will negatively affect human capital. Thus,
the Department of Education affirms its commitment in
sustaining the delivery of quality, accessible, relevant and
deliberating Philippine basic education services anchored
on the Sulong Edukalidad framework. It will continue to
strive to produce holistic Filipino learners with 21 st
century skills. Consequently the Bureau of Curriculum
Development ensures that learning standards are relevant
and flexible to address to complex, disruptive, volatile
and ambiguous impact of COVID-19 in the Philippines
particularly in the basic education sector.
 Working on the said premise, the Department
hereby releases the Most Essential Learning
Competencies (MELCs) to be used nationwide by
field implementers and private schools for SY
2020-2021 only. The release of the MELCs is not
just a response to addressing the challenges of the
current pandemic but is also part of the
Department’s long- term response to the call of
SDG 4 to develop resilient education systems,
most especially during emergencies. Thus, it can
be used under certain circumstances as a
mechanism to ensure education continuity
( curriculum dimension).
However, releasing the MELCs does not downplay
the standards set by the K to 12 curriculum guide.
Rather, these serve as a guide to teachers as they
address the instructional needs of learners while
ensuring that curriculum standards are maintained
and achieved. The content and performance
standards are indicated in the attached documents
for field implementers to recognize that the MELCs
are anchored on the prescribes standards.
Furthermore, the MELCs intend to assist the schools
in navigating the limited number of school days as
they employ multiple delivery schemes by providing
them ample instructional space.
II. Background on the Identification of the Most Essential Learning
Competencies
The Department, although the Bureau of curriculum Development-
Curriculum Standards Development Division in collaboration with the
Assessment Curriculum and technology Research Centre (ACTRC),
started working on the identification of essential learning
competencies in the middle of 2019 as part of its initiative in
reviewing the intended curriculum. Bureau specialists, academic
experts and field implementers worked to reach a consensus
regarding the criteria to be used and mechanism to adopt in
determining these competencies. Initiated by Secretary Leonor
Magtolis-Briones, the K to 12 review is just mean to fulfill one of the
provision of Republic Act (RA) 105333 to review the curriculum but it
is her continuing commitment to ensure quality, relevant and
liberating education. After the four phases of curriculum review are
completed, the Secretary will convene the Curriculum Consultative
Committee to present the findings as provided for in Section 6 of the
same Republic Act.
The review focused on articulation within and across learning
areas which led to the identification of gaps, issues and
concerns across learning areas and grade levels. Moreover,
areas for improvement that would enhance the learning
engagement experience and outcomes were recommended.
Results of the review from the workshop series provided an
overview of the articulation of learning competencies in each
learning area. Specifically, the review covered the following:
*mapping of the essential and desirable learning competencies
within the curriculum
*identification of prerequisite knowledge and skills needed to
prepare students for essential learning competencies
*analysis of the interconnectedness of prerequisite knowledge
and skills among the learning competencies for each subject
Essentials learning competencies were defined as
what the students need, considered indispensable,
in the teaching –learning process to building skills
to equip learners for subsequent grade levels and
consequently for lifelong. On the other hand,
desirable learning competencies were defined as
what may enhance education but may not be
necessary in building foundational skills.
 Characteristics of an Essential Learning Competency
Learning competency is ESSENTIAL if……
1. It is aligned with national,state and /or local
standards/frameworks ex. Scientifically literate Filipinos
2. It connects the content to higher concepts across content areas.
3. It is applicable to real-life situations.
4. If students left the school after this grade, it would be
important for them to have this competence above many others.
These characteristics are based on the US-developed competency
validation rubric, which is intended to assure that learning
competencies can reach the highest level of quality and
comparability across schools ( New Hampshire Department of
Education 2012) adaptations were made for relevance in the
Philippine context
 As the Department anticipates the challenges in employing
various schemes in the delivery of the learning standards due
to COVID19, the number of identified essentials learning
competencies per quarter were further reduced, thus, the
term most essential learning competencies (MELCs)
In determining the criteria for the selection of the most
essential learning competencies' the Department in
consultation with stakeholders
Endurance- was considered 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 or it is
useful beyond single test of study. Example learning
competencies include research skills, reading comprehension,
writing, map reading, and hypothesis testing which are
essential in many professions and everyday life (Reeves, 2002
Many and Horell 2014)
The Department then identified the MELCs through the
applications of this understandings.
The above process is 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 and is prerequisite skill to the next grade level. On the
other hand, 2 or more learning competencies are merged or
clustered if they have the same objective or learning intention
and thus , can be combined into comprehensive learning
competency. In addition, a significant number of learning
competencies is removed/dropped due to following reasons:
*they are too specific and the articulation is similar to that of a
learning objective
*they are deemed appropriate to be introduced in an earlier
quarter or grade level or moved to a later quarter or grade
level- they are recurring – they are subsumed in another
Finally, a learning competency is rephrased to
be more concise .
The content and performance standards are
directly lifted from the curriculum guides. Its
inclusion is to emphasize that the identification
of MELCs is anchored on the prescribed
standards and not departure from the
standards-based basic education curriculum.
Thus, teachers are encouraged to refer to the
2016 Curriculum Guide in unpacking the MELCs.
All learning areas will still be taken up by the
learners in all grade levels, albeit with the
streamlined competencies. This is to ensure that the
learning outcomes are still achieved even in this
pandemic. It is noted that, by principle, the time
alloted per subject on the daily basis did not change.
This means that schools need to consider this aspect
in employing various delivery schemes.
Field implementers and private schools are
encouraged to contextualize the most essential
learning competencies in order to accommodate the
varying contexts of learners, teachers, learning
environment and support structures considering both
How to use MELC in Teaching
 MUSIC
Grade Level: 7

Subject: MUSIC

Quarter Content Performance Most Essential Learning Duration Codes Learning Delivery /Platform
Standards Standards Competencies
The learner… TV Radio Both


describes the musical Week 1 MU7LU-Ia-
1
characteristics of
representative music
selections from the
lowlands of Luzon after
listening


analyzes the musical Week 2 MU7LU-Ia-
demonstrates performs 2
elements of some Lowland
understanding music of the
vocal and instrumental
of the musical lowlands
music selections;
characteristics with

QUARTER * identifies the musical Week 3 MU7LU-Ib-
of appropriate 3
1 instruments and other
representative pitch,
sound sources from the
music from rhythm,
lowlands of Luzon
the lowlands expression

explores ways of Week 4 MU7LU-Ib-
of Luzon and style f-4
producing sounds on a
variety of sources that is
similar to the instruments
being studied;
improvises simple Week 5 MU7LU-Ic-
f
rhythmic/melodic
accompaniments to
 ARTS
Grade Level: Seven (7)
Subject: ARTS

Quarter Content Standards Performance Most Essential Learning Duration K-12 CG TV Radio Both
Standards Competencies Code
1st The learner... The learner… 1. analyzes elements and √
principles of art in the Week 1/ 1st
1. art elements and 1. create artworks production of one’s arts and Q A7EL-Ib-
processes by showing the crafts inspired by the arts of 1
synthesizing and characteristic Luzon (highlands and lowlands)
applying prior elements of the 2. identifies characteristics of Week 1/1st √
knowledge and arts of Luzon arts and crafts in specific areas in Q
skills (highlands and Luzon (e.g., papier mâché [taka]
lowlands) from Paete, Ifugao wood A7EL-Ia-
2. the salient features sculptures [bul’ul], Cordillera 2
of the arts of Luzon 2. exhibit jewelry and pottery, tattoo, and
(highlands and completed Ilocos weaving and pottery
lowlands) by artworks for [burnay], etc.)
showing the appreciation and 3. reflects on or derive the mood, √
relationship of the critiquing idea, or message emanating A7PL-Ih-
elements of art and from selected artifacts and art Weeks 2 -4/ 1
processes among objects 1st Q
culturally diverse 4. appreciates the artifacts and Week 2 / 1st √
communities in the art objects in terms of their uses Q
country and their distinct use of art
A7PL-Ih-
elements and principles 2
3. the Philippines as
having a rich artistic
and cultural
Grade Level: 7
Physical Education
Quarter Content Performance Most Essential Duration Code Learning Delivery
Standards Standards Learning Model/Platform
Competencies
            TV Radio Both
The learner The learner designs This     √
demonstrates an individualized competency
understanding exercise program to is already
of guidelines achieve personal 1. Undertakes embedded in  
and principles fitness physical activity other LCs. PE7PF
in exercise   and physical
program -Ia-h-
fitness
design to assessments 23
achieve
personal
1 fitness
    1. Sets goals based Week 1     √
PE7PF
on assessment
-Ia-24
results
    Week 2 PE7PF     √
1. Prepares an
-Ic-27
exercise program
 
    1. Describes the Week 3     √
nature and PE7GS
background of the -Id-5
sport
 HEALTH EDUCATION
Grade Level: 7
Subject: Health

Quarter Content Performance Most Essential Duration Learning Delivery

Standards Standards Learning Model/Platform
Competencies K to 12 CG
Code TV Radio Both

explains the    
1st Quarter The The learner…
dimensions of holistic
✓
learner…  
  appropriately health (physical,
manages mental/ intellectual, H7GD-Ib-13
demonstrates
understandin concerns and emotional, social, and
g of holistic challenges moral-spiritual)
Week 1
health and its during
   
management adolescence analyzes the interplay ✓
to achieve among the health
of health dimensions in
holistic H7GD-Ib-14
concerns, the health. developing holistic
growth and health
development
   
of practices health habits ✓
adolescents to achieve holistic Week 2 H7GD-Ic-15
and how to health
   
manage its ✓
challenges. H7GD-Id-e-16
  *Recognize changes in  
different aspects of H7GD-Id-e-17
Week 3 to
growth that normally  
Week 4 H7GD-Id-e-18
happen during
adolescence years.  
 
END