Republic of the Philippines

Department of Education
Region VIII
Basey I District

LEARNING DELIVERY
MODALITY COURSE
FOR TEACHERS
GROUP 14

Prepared by:

ESTHER B. CONDE
SHST – I
 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 COTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

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 spec for
example. Do you think these concerns could be solved by teachers alone? Why
or why not?
With this global pandemic we have today, this make education for children more
difficult to achieve. This also brings a big challenge to the Department of education
to conduct education in this new normal situation. The best way to address the
problem is adapt this new normal learning by shifting to distance or modular
learning. With this strategy, we can ensure learning continuity. This concerns are not
for teachers alone but also with the collaboration of all the deped forces teaching
and non-teaching staff. And of course through parents’ learners and stake holders
support.

2. Even prior to the spread of COVID-19 that eventually led to the closure of
schools nationwide, the congested curriculum has been a perenrial 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, in the department of education several curriculums had been laid and
adapt for the purpose of achieving higher standard education and can produce a
globally competitive learner. But due to the congested curriculum we can’t achieve
our goals. Students can’t cope up with the content standard sometimes it takes time
to finish a full quarter subject with a limited time allotment.
ACTIVITY 2

1. What are the general and specific purposes of the development of MELCs?
-The Department of Education's Bureau of Curriculum Development developed MELCs to
cope with the drastic change in the educational atmosphere due to Covid 19 pandemic. The
focus of instruction we’re streamlined to the most essential or the most indispensable
learning competencies.

-MELCs is also developed in response to UNESCO's fourth sustainable development goal

and that is to develop resilient education systems, most especially during emergencies.

-MELCs can be used as a mechanism to ensure education continuity.

-the MELCs intend to assist schools in navigating the limited number of school days as they
employ multiple delivery schemes by providing them ample instructional space.

2. What is the difference between essential learning competencies and desirable

learning competencies?
Essential learning competencies are defined as what the students need, considered
indispensable, in the teaching-learning process to building skills to equip learners for
subsequent grade levels and subsequently, for lifelong learning. On the other hand,
desirable learning competencies were defined as what may enhance education but
may not necessary in building foundational skills.

3. 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?

Learning competencies are identified by knowing the following characteristics.

-it is applicable to real-life situations

-it would be important for students to acquire the competency after s/he left that
particular grade level
-it is aligned with national, state, and/or local standards/ frameworks (e.g.,
scientifically literate Filipinos)
-it would not be expected that most students would learn this through their
parents/communities if not taught at school
-it connects the content to higher concepts across content areas

4. What is the importance of the MELCs in ensuring the delivery of quality

instruction?
- MELCS serves as a teacher guides in preparing our lesson (weekly home learning
plan) and instructional materials (Self- Learning Modules)

- MELCs ensures delivery of quality instruction as it becomes the primary reference

in determining and implementing learning delivery approaches that are suited to the
local context and diversity of learners while adapting to the challenges posed by
COVID-19.

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
MERGED/CLUSTERE 3.1. nagagamit ang advanced
D features ng isang search engine 1.2 natutukoy ang angkop na
sa pangangalap ng impormasyon search
EPP5IE-0d-10 engine sa pangangalap ng
impormasyon EPP5IE-0d-11
3.2. natutukoy ang angkop na
search engine sa pangangalap ng
impormasyon
EPP5IE-0d-11

3.3. natitiyak ang kalidad ng

impormasyong nakalap at ng mga
 website na pinanggalingan nito
EPP5IE-0d-12
3.4. nakakapag-bookmark ng mga
website
EPP5IE-0e-13
3.5. naisasaayos ang mga
bookmarks
EPP5IE-0e-14
RETAINED Describe the components of a
scientific investigation; S7MT-Ia-1
Investigate properties of
unsaturated or saturated solutions;
S7MT-Ic-2
Express concentrations of
solutions quantitatively by
preparing different concentrations
of mixtures according to uses and
availability of materials; S7MT-Id-3
Distinguish mixtures from
substances based on a set of
properties; S7MT-Ie-f4
Recognize that substances are
classified into elements and
compounds; S7MT-Ig-h5
identify parts of the microscope
and their functions; S7LT-IIa-1
focus specimens using the
compound microscope; S7LT-IIb-2
describe the different levels of
biological organization from cell to
biosphere; S7LT-IIc-3
differentiate plant and animal cells
according to presence or absence
of certain organelles; S7LT-IId-4
explain why the cell is considered
the basic structural and functional
unit of all organisms; S7LT-IIe-5
differentiate asexual from sexual
reproduction in terms of:
7. 1 number of individuals
involved;
7. 2 similarities of offspring to
parents; S7LT-IIg-7
differentiate biotic from abiotic
components of an ecosystem;
S7LT-IIh-9
Describe the components of a
scientific investigation;
Investigate properties of
unsaturated or saturated solutions;
Express concentrations of
solutions quantitatively by
preparing different concentrations
of mixtures according to uses and
availability of materials;
Distinguish mixtures from
substances based on a set of
properties;
Recognize that substances are
classified into elements and
compounds; S7MT-Ig-h5
Identify parts of the microscope
and their functions;
Focus specimens using the
compound microscope;
Describe the different levels of
biological organization from cell to
biosphere
Differentiate plant and animal cells
according to presence or absence
of certain organelles
Explain why the cell is considered
the basic structural and functional
unit of all organisms
Differentiate asexual from sexual
reproduction in terms of:
1 Number of individuals involved;
2 Similarities of offspring to
parents
Differentiate biotic from abiotic

describe the different ecological
relationships found in an
ecosystem; S7LT-IIh10
predict the effect of changes in
abiotic factors on the ecosystem.
S7LT-IIj-12
components of an ecosystem
Describe the different ecological
relationships found in an
ecosystem
Predict the effect of changes in
abiotic factors on the ecosystem

describe the motion of an object in

terms of distance or displacement, Describe the motion of an object in
speed or velocity, and terms of distance or displacement,
acceleration; S7FE-IIIa1 speed or velocity, and acceleration

create and interpret visual Create and interpret visual

representation of the motion of representation of the motion of
objects such as tape charts and objects such as tape charts and
motion graphs; S7FE-IIIb3 motion graphs

infer that waves carry energy; Infer that waves carry energy
S7LT-IIIc4
Describe the characteristics of
describe the characteristics of sound using the concepts of
sound using the concepts of wavelength, velocity, and
wavelength, velocity, and amplitude
amplitude; S7LT-IIId7
Explain color and intensity of light
relate characteristics of light such in terms of its wave characteristics
as color and intensity to frequency
and wavelength; S7LT-IIIf10 Infer the conditions necessary for
heat transfer to occur
infer the conditions necessary for
heat transfer to occur; S7LT-IIIhi-
12 Describe the different types of
charging processes
describe the different types of
charging processes; S7LT-IIIj13
DROPPED Investigate properties of acidic and
basic mixtures using natural
indicators; S7MT-Ii-6

Describe some properties of

metals and non-metals such as
luster, malleability, ductility, and
conductivity; S7MT-Ij-7

identify beneficial and harmful

microorganisms; S7LT-IIf-6

describe the process of

fertilization; S7LT-IIg-8

predict the effect of changes in

one population on other
populations in the ecosystem;
S7LT-IIi-11

differentiate quantities in terms of

magnitude and direction; S7FE-
 IIIa2

5. differentiate transverse from

longitudinal waves, and
mechanical from electromagnetic
waves; S7LT-IIIc5

relate the characteristics of waves;

S7LT-IIId6

explain sound production in the

human voice box, and how pitch,
loudness, and quality of sound
vary from one person to another;
S7LT-IIIe8

describe how organisms produce,

transmit, and receive sound of
various frequencies (infrasonic,
audible, and ultrasonic sound);
S7LT-IIIe9

Infer that light travels in a straight

line; S7LT-IIIg11

explain the importance of earthing

or grounding; S7LT-IIIj14

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.

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?

We need to unpacked MELCS to help us systematize 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.
In unpacking MELCs we must consider the following:

- Alignment on the Content and Performance Standards- The MELCS are not
departure
from the standard-based design. We must consider this to achieve a quality
teaching
output.
- Prerequisite knowledge and skills - curriculum objective must be hierarchy.
Mastering
Fundamental knowledge Is a must before going to the other level of learning.
- Logical sequence of learning objectives - We cant give a better learning ideas to
our
students if our objective is not logical sequence. Planning what are the most
important
objective is key frame in achieving better understanding of our learners.

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

The teacher may unpacked or combined the MELCS depends on sequence of the
lesson, the progress and needs of learners as long as the content and standard will
be achieved.

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.