SCHOOL LEARNING ACTION CELL

UNPACKING THE MOST

ESSENTIAL LEARNING
COMPETENCIES
MADONNA R. ESTACIO
School Principal II
OBJECTIVES:

By the end of this presentation, you will be able to:

1. explain how to unpack the most essential learning

competencies; and

2. unpack the MELCs into learning objectives.

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
to 12 Curriculum. In fact, there are no MELCs without the content and performance
standards.

• Pre-requisite 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 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.
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WORKSHOP:
• Form a group of four members, preferably with fellow teachers in your
respective learning area.

• Using the curriculum guide and a list of the MELCs, choose MELCs in
the second quarter and unpack these into learning objectives.

• 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.