STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVE:

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

CHERRY MAE F. RAMIREZ

Teacher I

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

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?

a. Minimal guidance from teachers. As far as traditional teaching is concerned, we are accustomed with
teacher-student face-to-face interaction. But this pandemic has kept learners at home facing their modules,
attend class online and has to deal with limited resources causing frustration.
b. Not-Affordable-To-All Internet Cost. This pandemic has greatly affected the poor. Even learning became
one of the challenges for them when one of the requirements to continue education is to connect to the
internet.
c. Poor/Limited Internet Access. This issue is not new anymore since even before the pandemic, this is one of
the problems in the country already. As much as we want to deliver quality discussions, poor access is an
obstacle.

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. Even when the department set an ideal number of learners per teaching personnel, it remained ideal.
The population of learners in a classroom made it impossible to deliver quality discussion. The teacher
cannot also cater to every learner’s needs if the crowd ranges from 40-60 students in one class. Variety of
students, including their learning pace, character, talents, skills, require different approaches which is best
effective if diagnosed individually. But since there are more students than what is expected in the
curriculum, it negatively affected the quality of education.

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 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 on 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?

Necessary in this process is the decision whether a 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 the life-long learning and is a prerequisite skill to the next grade level. Two or more
learning competencies are merged or clustered if they 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:
a. they are too specific (and the articulation is similar to that of a learning objective).
b. they are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later
quarter or grade level.
c. they are recurring.
d. they are subsumed in another learning competency.
Finally, a learning competency is rephrased to be more concise.
 5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

MELCs can be used under emergency circumstances as a mechanism to ensure education continuity
(curriculum dimension). However, releasing the MELCs does not downplay the standards set by the K to 12
curriculum guides. Rather, they serve as one of the guides for teachers as they address the instructional
needs of learners while ensuring the curriculum standards are maintained and achieved. Furthermore, the
MELCs intend to assist schools in navigating the limited number of school days as they employ multiple
schemes by providing them ample instructional space.

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.

MATHEMATICS 8
K TO 12 LEARNING
MELCS
COMPETENCIES
MERGED/CLUSTERE
n/a n/a
D
RETAINED factors completely different types of polynomials factors completely different types of polynomials
(polynomials with common monomial factor, (polynomials with common monomial factor,
difference of two squares, sum and difference of difference of two squares, sum and difference of
two cubes, perfect square trinomials, and general two cubes, perfect square trinomials, and general
trinomials). trinomials).
(M8AL-Ia-b-1) (M8AL-Ia-b-1)

solves problems involving factors of solves problems involving factors of polynomials.

polynomials. (M8AL-Ib-2)
(M8AL-Ib-2)

illustrates rational algebraic expressions.

illustrates rational algebraic expressions. (M8AL-Ic-1)
(M8AL-Ic-1)

simplifies rational algebraic expressions.

simplifies rational algebraic expressions. (M8AL-Ic-2)
(M8AL-Ic-2)

performs operations on rational algebraic

performs operations on rational algebraic expressions.
expressions. (M8AL-Ic-d-1)
(M8AL-Ic-d-1)

solves problems involving rational algebraic

solves problems involving rational algebraic expressions.
expressions. (M8AL-Id-2)
(M8AL-Id-2)

illustrates the rectangular coordinate system and its

illustrates the rectangular coordinate system and uses
its uses (M8AL-Ie-1)
 (M8AL-Ie-1)
illustrates linear equations in two variables.
(M8AL-Ie-3)
writes the linear equation ax + by = c in
the form y = mx + b and vice versa
(M8AL-If-1)
graphs a linear equation given (a) any two points;
(b) the – and – intercepts; (c) the slope and a
point on the line.
(M8AL-If-2)
describes the graph of a linear equation in terms
of its intercepts and slope
(M8AL-If-3)
finds the equation of a line given (a) two points;
(b) the slope and a point; (c) the slope and its
intercepts.
(M8AL-Ig-1)
solves problems involving linear equations in
two variables.
(M8AL-Ig-2)
illustrates a system of linear equations in two
variables.
(M8AL-Ih-1)
graphs a system of linear equations in two
variables
(M8AL-Ih-2)
categorizes when a given system of linear
equations in two variables has graphs that are
parallel, intersecting, and coinciding.
(M8AL-Ih-3)
illustrates the slope of a line. (M8AL-Ie-4)
finds the slope of a line given two points,
equation, and graph. (M8AL-Ie-5)
DROPPED solves a system of linear equations in two
variables by (a) graphing; (b) substitution; (c)
elimination (M8AL-Ii-j-1)
solves problems involving systems of linear
equations in two variables. (M8AL-Ij-2)
illustrates linear equations in two variables.
(M8AL-Ie-3)
writes the linear equation ax + by = c in
the form y = mx + b and vice versa
(M8AL-If-1)
graphs a linear equation given (a) any two points;
(b) the – and – intercepts; (c) the slope and a point
on the line.
(M8AL-If-2)
describes the graph of a linear equation in terms of
its intercepts and slope
(M8AL-If-3)
finds the equation of a line given (a) two points;
(b) the slope and a point; (c) the slope and its
intercepts.
(M8AL-Ig-1)
solves problems involving linear equations in two
variables.
(M8AL-Ig-2)
illustrates a system of linear equations in two
variables.
(M8AL-Ih-1)
graphs a system of linear equations in two
variables
(M8AL-Ih-2)
categorizes when a given system of linear
equations in two variables has graphs that are
parallel, intersecting, and coinciding.
(M8AL-Ih-3)
illustrates the slope of a line. (M8AL-Ie-4)
finds the slope of a line given two points, equation,
and graph. (M8AL-Ie-5)
solves a system of linear equations in two variables
by (a) graphing; (b) substitution; (c) elimination
(M8AL-Ii-j-1)
solves problems involving systems of linear
equations in two variables. (M8AL-Ij-2)
ARALING PANLIPUNAN 7
K TO 12 LEARNING
COMPETENCIES
MERGED/CLUSTERE n/a
D
Napapahalagahan ang ugnayan ng tao at
kapaligiran sa paghubog ng kabihasnang Asyano
(AP7HAS-Ia-1)
Naipapaliwanag ang konsepto ng Asya tungo sa
paghahating –heograpiko: Silangang Asya,
Timog-Silangang Asya, Timog-Asya, Kanlurang
Asya, Hilagang Asya at Hilaga/ Gitnang Asya
RETAINED (AP7HAS-Ia-1.1)
Nailalarawan ang mga yamang likas ng Asya
(AP7HAS-Ie-1.5)
Naipapahayag ang kahalagahan ng pangangalaga
sa timbang na kalagayang ekolohiko ng rehiyon
(AP7HAS-Ig-1.7)
DROPPED Nailalarawan ang mga katangian ng kapaligirang
pisikal sa mga rehiyon ng Asya katulad ng
kinaroroonan, hugis, sukat, anyo, klima at
“vegetation cover” (tundra, taiga, grasslands,
desert, tropical forest, mountain lands)
(AP7HAS-Ib-1.2)
Nakapaghahambing ng kalagayan ng kapaligiran
sa iba’t ibang bahagi ng Asya
(AP7HAS-Ic-1.3)
Nakakagawa ng pangkalahatang profile ng
heograpiya ng Asya
(AP7HAS-Id-1.4)
Natataya ang mga implikasyon ng kapaligirang
pisikal at yamang likas ng mga rehiyon sa
pamumuhay ng mga Asyano noon at ngayon sa
larangan ng:
7.1 Agrikultura
7.2 Ekonomiya
7.3 Pananahanan
7.4 Kultura
(AP7HAS-If-1.6)
Napapahalagahan ang yamang tao ng Asya
(AP7HAS-Ih-1.8)
Nasusuri ang kaugnayan ng
yamang-tao ng mga bansa ng Asya sa
pagpapaunlad ng kabuhayan at lipunan sa
kasalukuyang panahon batay sa:
10.1 dami ng tao
10.2 komposisyon ayon sa gulang,
10.3 inaasahang haba ng buhay,
10.4 kasarian,
10.5 bilis ng paglaki ng populasyon,
10.6 uri ng hanapbuhay,
10.7 bilang ng may hanapbuhay,
MELCS
n/a
Napapahalagahan ang ugnayan ng tao at
kapaligiran sa paghubog ng kabihasnang Asyano
(AP7HAS-Ia-1)
Naipapaliwanag ang konsepto ng Asya tungo sa
paghahating –heograpiko: Silangang Asya, Timog-
Silangang Asya, Timog-Asya, Kanlurang Asya,
Hilagang Asya at Hilaga/ Gitnang Asya
(AP7HAS-Ia-1.1)
Nailalarawan ang mga yamang likas ng Asya
(AP7HAS-Ie-1.5)
Naipapahayag ang kahalagahan ng pangangalaga
sa timbang na kalagayang ekolohiko ng rehiyon
(AP7HAS-Ig-1.7)
Nailalarawan ang mga katangian ng kapaligirang
pisikal sa mga rehiyon ng Asya katulad ng
kinaroroonan, hugis, sukat, anyo, klima at
“vegetation cover” (tundra, taiga, grasslands,
desert, tropical forest, mountain lands) (AP7HAS-
Ib-1.2)
Nakapaghahambing ng kalagayan ng kapaligiran
sa iba’t ibang bahagi ng Asya
(AP7HAS-Ic-1.3)
Nakakagawa ng pangkalahatang profile ng
heograpiya ng Asya
(AP7HAS-Id-1.4)
Natataya ang mga implikasyon ng kapaligirang
pisikal at yamang likas ng mga rehiyon sa
pamumuhay ng mga Asyano noon at ngayon sa
larangan ng:
7.1 Agrikultura
7.2 Ekonomiya
7.3 Pananahanan
7.4 Kultura
(AP7HAS-If-1.6)
Napapahalagahan ang yamang tao ng Asya
(AP7HAS-Ih-1.8)
Nasusuri ang kaugnayan ng
yamang-tao ng mga bansa ng Asya sa
pagpapaunlad ng kabuhayan at lipunan sa
kasalukuyang panahon batay sa:
10.1 dami ng tao
10.2 komposisyon ayon sa gulang,
10.3 inaasahang haba ng buhay,
10.4 kasarian,
10.5 bilis ng paglaki ng populasyon,
10.6 uri ng hanapbuhay,
10.7 bilang ng may hanapbuhay,
 10.8 kita ng bawat tao,
10.8 kita ng bawat tao,
10.9 bahagdan ng marunong bumasa at sumulat,
10.9 bahagdan ng marunong bumasa at sumulat, at
at
10.10 migrasyon
10.10 migrasyon
(AP7HAS-Ii-1.9)
(AP7HAS-Ii-1.9)

Nailalarawan ang komposisyong etniko ng mga

Nailalarawan ang komposisyong etniko ng mga
rehiyon sa Asya
rehiyon sa Asya
(AP7HAS-Ij-1.10)
(AP7HAS-Ij-1.10)

Nasusuri ang kaugnayan ng paglinang ng wika sa

Nasusuri ang kaugnayan ng paglinang ng wika sa
paghubog ng kultura ng mga Asyano
paghubog ng kultura ng mga Asyano
(AP7HAS-Ij-1.11)
(AP7HAS-Ij-1.11)

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.

1. Defining of terms should be done before the session. There are few words that needed to be unlocked first.
(Ex: Clustered)
2. Questions were raised regarding how some LCs were dropped that should be needed as a prerequisite to
another retained LC.
3. Query about uncoded MELCs.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

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 the curriculum standards into learning objectives through the MELCs is highly encouraged in
order to systemize learning activities and effectively address the varying needs of learners and the
challenges of instructional deliveries.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.

a. Alignment on the Content and Performance Standards. MELCs are created because content and
performance standards exist. One cannot function without these standards.
b. Prerequisite Knowledge and Skills. Since learning is developmental. What have been learned is always
taken into consideration to proceed to the next level of mastery.
c. Logical Sequence of Learning Objectives. As we always say when solving problems in Mathematics, follow
a step by step solution.
 3. Do all the MELCs need to be unpacked or combined? Why or why not?

I believe MELCs DON’T NEED TO be unpacked or combined but they COULD BE since all learning area are
interrelated in a particular subject and anchored on the content and performance standards. The pandemic
brought about this need to combine LCs to adapt to the present circumstance and still be effective during
instruction.

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

Grade 7
1. performs fundamental operations on integers. (M7NS-Ic-d-1)
a. performs addition and subtraction of integers
b. performs multiplication of integers
c. performs division of integers.

Grade 8
2. factors completely different types of polynomials (M8AL-Ia-b-1)
a. factors polynomials with common monomial factor, difference of two squares, and sum and
difference of two cubes
b. factors perfect square trinomials and general trinomials

COMBINED MELCS

Grade 9
illustrates quadratic inequalities (M9AL-If-1)
solves quadratic inequalities (M9AL-If-2)
solves problems involving quadratic inequalities (M9AL-If-g-1)

When combined:
The learner illustrates and solves quadratic inequalities, and solves real-life problems involving
quadratic inequalities. (M9AL-If-1-g-1)