NAME: JESUSA A.

SANTOS

TEAM: LAC 14 TEAM 70

MODULE 2

LESSON 1

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 the development of the MELCs is to develop resilient education systems,
especially during emergencies and will enable DepEd to focus instruction on the “most essential
and indispensable” competencies. This is to provide accessible knowledge, understanding, skills,
and attitudes that students need to demonstrate in every lesson and/or learning activity. The
MELCs will ensure every pupil achieves life-long learning.

2. How does curriculum review aid in the identification of essential learning competencies?

The review focused on communication within and across learning areas and grade levels,
which led to the identification of gaps, issues, and concerns. The said areas for
improvement that would enhance the learning engagement, experience, and outcomes
were identified and appropriate solutions were recommended.

The review:

1. Mapped the essential and desirable learning competencies within the

curriculum;
2. Identified prerequisite knowledge and skills needed to prepare students
for essential learning competencies; and
3. Analyzed the interconnectedness of prerequisite knowledge and skills
among the learning competencies for each subject area.
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?

The Department of Education considered several factors in trimming down the number of
the ELCs. The 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 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:
1. They are too specific (and the articulation is similar to that of a learning objective).
2. They are deemed appropriate to be introduced in an earlier quarter or grade level or
moved to a later quarter or grade level.
3. They are recurring.
4. They are subsumed in another learning competency.

Also, the Department based their decision 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); but
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 MELCs will provide a contextualized paradigm shift of learning competencies that are
accessible, relevant and inclusive. With these, Filipino learners are guaranteed quality
basic education despite the current health crisis.

NAME: JESUSA A. SANTOS

TEAM: LAC 14 TEAM 70

MODULE 2
 LESSON 2

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.

UNPACKED learning objectives:

COMBINED MELCs:

NAME:_________________________________________
 TEAM:__________________________________________

MODULE 2

LESSON 1

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

Merged/Clustered

Retained

Dropped N/A