MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)
After having been introduced to the course in Module 1, you will now begin
this course by gaining an understanding of the Most Essential Learning
Competencies (MELCs). We hope that you will be able to strengthen your
understanding through this Module.

In this Module, the development of the MELCs will be discussed, and how these
can be unpacked and combined in planning and designing your lessons.

MODULE OBJECTIVES

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

*LAC Sessions are included in the activities but may be optional as determined by the LAC
members under the guidance of the LAC Leader

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LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

By the end of this lesson, you should be able to familiarize yourself with the background,
rationale, and development of MELCs. In this session, you will be able to:
1. identify the background and basic process of the identification and development of the
MELCs
2. make sense of the function of MELCs as an educational response to a global health crisis
3. appreciate the MELCs as support for teachers during this time

Key Topics/Concepts
curriculum standards; essential learning competencies; desirable learning competencies;
enduring knowledge

Resources Required
3 Development and Design of MELCs
3 Your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs
3 Study Notebook

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?
We are all striving and trying to cope up in this time of pandemic and there are variety of webinars
in which we attend to widen our horizons when it comes to handling lessons properly for our
learners. Maybe one concern is the guidelines regarding classroom assessment. As an educator, we
can see that there is an underlying problem about how are we guided about classroom assessment.
How can we solve this? As teacher, we can make our own assessment. How can we ensure that
students can learn? We can create innovative interventions to make learning easier on the part of
students and that they may also feel like they are also in classroom scenario. We can always do our
part as educators because we are always the implementers.
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?
Yes, our curriculum is indeed congested and we are still basing our curriculum to US education
system. That is why MELC is released. There is something that we need to prioritize when it comes
to student’s needs. 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 SDG4 to
develop resilient education systems, most especially during emergencies. “Learning must always

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 continue” and it should never stop, so we also need to further review the MELC based on the needs
and the life-long effect of it for our learners, and that is the goal of our education system.

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 purpose of development of MELC is a part of the long-term response of the Department of
Education develop resilient education systems, most especially during emergencies.
2. How does curriculum review aid in the identification of essential learning competencies?
The review focused on articulation within and across learning areas and grade levels, which led
to the identification 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?
These characteristics are based on a 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.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction? The
importance of MELC is to provide contextualized and paradigm shift of learning competencies
amidst in global health emergencies based on the emerging needs to continuously deliver basic
quality education which is accessible, relevant and inclusive in nature.

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 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 MELCs

Differentiate potential and Identify and explain the factors

kinetic energy and relate speed that affect potential and kinetic
Merged/Clustered and position of object to the energy.
amount of energy possessed by
a body.

Differentiate potential and Identify and explain the factors

Retained kinetic energy that affect potential and kinetic
energy

Relate speed and position of

Dropped object to the amount of energy n/a
possessed by a body.

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

Insights:
1. Unpacking and combining MELCS needs a lot of time.
2. MELCs play a vital role in delivering quality education.
3. This module help us understand the process of crafting MELCs

Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to unpack
and combine the MELCs into Learning Objectives.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

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 In this session, you will familiarize yourself with unpacking and combining MELCs into Learning
Objectives. By the end of this lesson, you will be able to:
1. understand the vital considerations in unpacking and combining MELCs
2. unpack and combine sample MELCs
3. affirm that unpacking and combining MELCs provide curricular flexibilities to field
implementers

Key Topics/Concepts
unpack; curriculum standards; essential learning competencies; content standards; performance
standards

Resources Required
3 Unpacking and Combining the MELCs
3 Your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs 
Study Notebook

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?

Unpacking of MELCs will allow you to systematize learning activities and effectively address the
varying needs of learners and the challenges of instructional deliveries in a way that students
can understand while combining of MELCs allows you to effectively design instructional
resources without veering away from the standards prescribed by the curriculum from the LCs
which has a common goal.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
In unpacking of MELCs you need to consider the (1) Alignment on the Content and Performance
Standards which means MELCs should always be based on the standardbased design of the K to
12 Curriculum (2) Prerequisite knowledge and skills which means that we should consider the
Higher order thinking skills, the reason why K to 12 curriculum is in spiral progression (3) Logical
sequence of learning objectives meaning following the blooms taxonomy in learning we can
create a logical pattern from the lowest to highest order of learning. In combining MELCs you
have to consider the following (1) Commonality of content, topic, or theme you should consider
combining the learning competencies if LCs have the relatedness in topic, content or theme (2)
Alignment with the Content and Performance Standards just like in unpacking of MELCs the
common goal of combining the LCs is to aid in the achievement of content and performance
standard of our Curriculum
3. Do all the MELCs need to be unpacked or combined? Why or why not?
No, I think it depends on the need to unpack or combine Learning Competencies based on the
guidelines we have. Our common goal here is to deliver quality instruction amidst the limited
learning modalities and shortening of the school year but we should not depart on quality
education we are aiming for.
ACTIVITY 2.

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 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.

Unpacking MELCS Sample

Combining MELCS Sample

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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.

ACTIVITY 3.

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.

Congratulations! You have completed Module 2. You may now proceed to Module 3A -
Lesson Design and Assessment in the Modalities.

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