MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1

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?
 In my own perspective about this situation, the fundamental concerns in terms of curriculum
standards that need be addressed to ensure learning continuity are the learning competencies which
students really need to equip them with skills necessary to subsequent grade levels and consequently
to lifelong learning and how these learning competencies should be taught to them. I think these
concerns cannot be solved by the teachers alone they the need the assistance from the head of
schools, division offices and DepEd.

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, I agree with this observation. Within my years of teaching in public school, I have observed
that there are a lot competencies in the K-12 Curriculum Guide to be taught to learners. This is
because some learning competencies are simply recurring.

ACTIVITY 2
1. What are the general and specific purposes of the development of MELCS?
 The Most Essential Learning Competencies (MELCs) are designed to ensure education continuity
(curriculum dimension) while serving as a guide for teachers to address the instructional needs of
the learners and ensuring that the curriculum standard are maintained and achieved. Meanwhile,
it is also intended to assists schools in navigating the limited number of school days as they
employ multiple delivery schemes by providing them ample instructional space.

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

3. What is the difference between essential learning competencies and desirable learning
competencies?
 The essential learning competencies deals with the students’ needs, it is considered
indispensable, in the teaching- learning process to build the skills to equip learners for the
 subsequent grade level and consequently, for lifelong learning. On the other hand, the desirable
learning competencies are those that 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?
 It is aligned with national standards or frameworks, such as, for example, “holistic Filipino learners
with 21st century skills.”
 They connect the content to higher concepts across content areas.
 They are applicable to real- life situations
 They are important for students to acquire, even if a student drops out from school.
 They cannot be expected to be ordinarily learned by students if not taught in school.
5. What is the importance of the MELCS in ensuring the delivery of quality instruction?
 The importance of MELCS in ensuring the delivery of quality education is that it
accommodates the varying context of the learners, teachers, learning environment, and support
structures considering both the content and performance standards needed for adequate instructions
and learning..

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
MELCS
COMPETENCIES
EN7G-II-a-I
EN7G-II-b-I EN7G-II-a-I
EN7G-II-c-I
MERGED/CLUSTERED
EN7G-II-d-I The intention of all the
EN7G-II-e-I following learning codes is to
Use phrases, clauses, and
EN7G-II-f-I lead learners to use phrases,
sentences appropriately and
EN7G-II-g-I clauses, and sentences
meaningfully
EN7G-II-h-I appropriately and meaningfully
EN7G-II-i-I
EN7G-II-j-I

EN7WC-IV-a-2.2
RETAINED
This learning code is very
EN7WC-IV-a-2.2
important as it is both
Compose simple narrative text
observable and enduring. It is
also a foundation for further
lessons relative to it.

EN7WC- I-c- 4.2

DROPPED The eliminated learning code

Differentiate Literary Writing from
Academic Writing
EN7WC- I-b- 4.2 had already been introduced
EN7WC- I-c- 4.2 partly in the earlier grades/
quarters. Furthermore it will
still be encountered in the
succeeding lessons relative to
the Academic Writing.
ACTIVITY 4

Question(s) about melcs that Insights shared by your co-

need(s) clarification
MELCS:
EN7OL- III- h- 1.3.1
Raise sensible, challenging
thought provoking questions in
public forums and panel
discussions, etc.
 How will the students
ensure to participate with
their classmates in such
forums or panel discussions
if they do not have the
gadgets to be used
(smartphones, tablets,
laptops, or computers and
stable internet connections.)  The students may get ideas
 How will the students gather
sensible questions to deliver
in such activities?
Your insights shared
teacher(s)
 It is possible for students to
jot down their ideas on a
certain topic given, although
they will be no appearance
 The expected varieties of
on screen due to some
materials are not available
certainties, but what matters
at their respective homes.
is for them to express their
insights on a certain issue
 Some students will be
and submit it (jot down ideas)
having a hard time to
through pictures.
accomplish this
competency because of
lack of sources and internet
through extensive readings
connectivity.
(books, newspapers, articles.
etc) and watch
documentaries.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1

1. What is the importance of unpacking and combining the MELCs?

 The importance of Unpacking and combining the MELCs is in order to systematize learning
activities and effectively address the varying needs of the learners and the challenges of
instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? explain each.
 Alignment on the content and performance standards
 Prerequisite knowledge and skills
 Logical sequence of learning objectives

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

 Teachers, as the deliverer of instructions are highly encouraged to unpack the curriculum
standards into learning objectives through the MELCS.

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.

Chosen MELCs Suggestions and Insights

MELCS:
EN8WC-IIa-2.8
Composed Effective Paragraphs
LEARNING OBJECTIVES:
a. Define Paragraph;
b. Discuss the different elements in
writing a Paragraph; and
c. Construct a sensible paragraph
anchored in the current situations.
 In the delivery of this lesson, the
teacher has to provide students with
the different types of paragraphs in
order for them to differentiate one from
the other.
 The lesson is lengthy/ complex, it is
better to deliver to students one at a
time, first the definition of a paragraph
and the elements, and at least one or
two examples of paragraphs in a
single discussion, supported with
some engaging activities to ensure
that students will absorb the
necessary information required of
them. Finally, the teachers may ask
the students to select what type of
paragraph would they like to write and
the teacher may give them topics to
choose or have their own choice.

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.
Combining of Most Essential Learning Competencies

MELCS COMBINED

EN8WC-IIa-2.8 Compare the features of an Effective

Compose Effective Paragraphs Paragraph Writing and an Academic Writing
and show their significance in delivering
EN7WC-I-c-4.2 sensible ideas through its elements and
Distinguish features of Academic Writing formats.

ACTIVITY 3

Submit your activity 2 outputs to your LAC leader. Make sure to keep a copy of your outputs.