Republic of the Philippines

Department of Education
Region VI-Western VIsayas
Division of Negros Occidental
District of Hinigaran II
NARAUIS-PATICUI ELEMENTARY SCHOOL

CATHERINE JOEY M. GOMELLA

MODULE 2: LEARNING OUTPUTS

LESSON 1
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.
 The establishment of achievable Learning Competencies and the implementation of the school’s
prescribed Learning Delivery Modality that primarily addresses the teaching and learning process amidst
the pandemic.

Do you think these concerns could be solved by teachers alone? Why or why not?
 No, such matters requires major aid of various Institutional Committees especially the School Head for the
planning and implementation of appropriate Learning Delivery Modality relevant to the school’s current
condition.

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, because congested learning competencies implemented in the previous curriculum was not
emphasized for a specific learning competencies achievable enough for the learners to comprehend.

ACTIVITY 2

1. What are the general and specific purposes of the development of MELCs?
 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.
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?
 In determining the criteria for the selection of the MELCs, the Department collaborated with stakeholders from
ACTRC, during which the descriptor – 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 if it is
useful beyond a single test or unit of study. Examples of such learning competencies include research skills, reading
comprehension, writing, map reading, and hypothesis testing, which are essential in many professions and in
everyday life (Reeves, 2002; Many & Horrell, 2014). The Department then identified the MELCs across all learning
areas through the application of these understandings.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
 It accommodates the varying contexts of learners, teachers, learning environment and support structures
considering both the content and performance standards. It is advantageous for students to learn the concepts and
skills in the MELCs through meaningful activities and scenarios relatable to them and within the context of the
students’ own environment. The MELCs are implementable as long as the designed activities also teach the
procedures and processes on how and when to apply those knowledge and skills in a given context.
 Republic of the Philippines
Department of Education
Region VI-Western VIsayas
Division of Negros Occidental
District of Hinigaran II
NARAUIS-PATICUI ELEMENTARY SCHOOL

ACTIVITY 3

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016. Rank the following objectives
from easiest to the most difficult to achieve:

K to 12 Learning MELCs
OBJECTIVES Competencies
MERGE/CLUSTERED Natutukoy ang mga bumubuo ng Natutukoy ang mga
komunidad: bumubuo sa komunidad:
Mga tao: mga iba’t ibang mga taong naninirahan,
naninirahan sa komunidad, mga mga institusyon at iba
pamilya o mag-anak pang istrukturang
Mga institusyon: paaralan, mga panlipunan.
sentrong pamahalaan o nagbibigay
serbisyo, sentrong pangkalusugan,
pamilihan, simbahan o mosque at
iba pang pinagtitipunan ng mga
kasapi ng ibang relihiyon

RETAINED • Naiuugnay ang tungkulin at • Naiuugnay ang tungkulin at

Gawain ng mga bumubuo ng
komunidad sa sarili at sariling
pamilya
 Nakapagsalaysay ng
pinagmulan ng sariling
komunidad batay sa
pagtatanong at pakikinig sa
mga kuwento ng mga
nakakatanda sa komunidad
DROPPED 2. Nasusuri ang kahalagahan ng mga
pagdiriwang at tradisyon na
nagbubuklod ng mga tao sa pag-
unlad ng sariling komunidad.
Gawain ng mga bumubuo ng
komunidad sa sarili at sariling
pamilya
 Nakapagsalaysay ng
pinagmulan ng sariling
komunidad batay sa
pagtatanong at pakikinig
sa mga kuwento ng mga
nakakatanda sa
komunidad
N/A

Naiuugnay ang epekto ng

pagkakaroon ng hanapbuhay sa
pagtugon ng pangangailangan ng
komunidad at ng sariling pamilya
 Republic of the Philippines
Department of Education
Region VI-Western VIsayas
Division of Negros Occidental
District of Hinigaran II
NARAUIS-PATICUI ELEMENTARY SCHOOL

LESSON 2

ACTIVITY 1
1. What is the importance of unpacking and combining the MELCs?
 Unpacking of MELCs is essential in order to systematize learning activities and effectively address the
varying needs of learners and the challenges of instructional deliveries. On the other hand, combining
MELCs is likewise important to observe efficiency in the development of learning resources which allow teachers
to effectively design instructional resources without veering away from the standards prescribed by the curriculum
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.

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.
 Prerequisite 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.

In combining MELCs, field implementers should take note of the following criteria:
 Commonality of content, topic, or theme
MELCs to be combined should show commonality and relatedness in content, topic, or theme. This ensures that
essential content and topic will not be watered down.
 Alignment with the Content and Performance Standards
Just like in the unpacking of MELCs, combining two or more should aid in the achievement of the content and
performance standards.

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

 Yes, in order to emphasize adequate learning competencies to provide specific learning experiences for the
learners. Unpacking and combining of MELCs will effectively determine the essential needs of the learners
complemented with the current Learning Modality implemented by the school.
 Republic of the Philippines
Department of Education
Region VI-Western VIsayas
Division of Negros Occidental
District of Hinigaran II
NARAUIS-PATICUI ELEMENTARY SCHOOL

ACTIVITY 2

UNPACKING THE MELCs

RETAINED LEARNING
SAMPLE LEARNING OBJECTIVES
COMPETENCIES
Natutukoy ang mga bumubuo ng Natutukoy ang mga bumubuo ng
komunidad: komunidad:

Nakikilala ang mga tao at ang mga

institusyon na bumubuo sa
komunidad:

COMBINING THE MELCs

MELCs NO/WEEK NO. MAJOR TOPIC/THEME

1 and 2 Number and number sense

3 Measurement

4,5,6 and 7 Body shapes and body actions