MODULE

2
MELCs
Lesson 1: Background, Rationale, and Development of MELCs

Activity 01:

Answer the following reflective questions in your Study Notebook.

(1) The closure of the 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?
For me the most fundamental concerns to every educator nowadays is
onto how to deliver a learning process despite of this pandemic. Every educator
should think a solution on how to deliver quality education through the basic
education.

This concern is not for teachers to be solved alone, it should be

collaborative efforts from the agency, teachers and stakeholders. This need the
guidance of the Department of Education’s teaching and non-teaching staff and the
cooperation of every stakeholders of the school to come up with a development for a
new curriculum.

(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. Because of the congested curriculum that have been
implemented, not all the aim have been fulfilled, some students find it hard for
there are so many requirements to be done. Sometimes they are bombarded
due to overfilled curriculum.
Activity 02:

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 down your answers in your Study Notebook.

(1) What are the general and specific purposes of the development of MELCs?

The general and specific purposes of the development of MELCs are as

follows:

(a) It serves as a guide of teachers as they address the

instructional needs of learners while ensuring that curriculum
standards are maintained and achieved.

(b) It assists schools in navigating the limited number of

school days as they employ multiple delivery plans by giving them an
ample time and space for instruction.

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

Curriculum review help in the identification of essential learning

competencies by means of:

(a) Plotting of the essential learning competencies.

(b) Identify the prerequisite knowledge and skills

needed.

(c) Analyse the interconnectedness of the 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 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 most essential learning competencies were identified by descriptor

as endurance, wherein it will remain with the learners long after test or unit of study is
completed or it is useful beyond a single test or unit of study.

The decisions made in order to trim down the number of the essential
learning competencies were to retain if the learning competencies were satisfies the
endurance criterion and is a prerequisite skill to the next grade level; two or more
learning competencies will be merged or clustered if they have the same objective or
learning intention and can therefore be combined into one comprehensive learning
competency; dropped or removed if the learning competencies are too specific and
deemed appropriate to be introduced and rephrased the learning competency to be
more concise.

(5) What is the importance of the MELCs in ensuring the delivery of quality
instruction?

The importance of MELC in ensuring the quality education is that it i9s

already trimmed-down. Thus, it really helps so that the teacher could easily think of
the ways on how to deliver the specific topic in this new normal.

Activity 03:
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.

UNPACKING of MELCS (Sample)

SUBJECT: MAPEH (PE)

GRADE: 8
QUARTER 1
K-12 Learning MELCs
Competencies
undertakes physical 1. Undertakes
activity and physical activity
physical fitness and physical
assessments PE8PF-Ia-h- fitness
Merged/Clustered 23 assessments
PE8PF-Ib -36
PE8PF-Ia-24
PE8PF-Ib-25

Retained distinguishes facts from Performs

fallacies appropriate first
and misconceptions about aid for injuries
physical activity and emergency
participation situations in
performs appropriate first physical activity
aid for injuries and and sports
emergency settings (e.g.
 situations in physical cramps, sprain,
activity and sport settings heat exhaustion)
Involves oneself
in community
service through
sports officiating
and physical
activity programs
Officiates
practice and competitive
games
Dropped assumes responsibility for N/A
achieving fitness
displays tolerance and
acceptance of individuals
with
varying skills and abilities

Lesson 2: Unpacking and Combining MELCs into Learning Objectives

Activity 01:

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?

 The importance of unpacking and combining the MELCs is that it
provides to both teachers and students specificity.

(2) What considerations must be taken in unpacking and combining the

MELCs? Explain each.

In unpacking the MELCs, it needs to consider the following:

(a) Alignment on the Content and Performance

Standards. In unpacking the MELCs, it needs to have a coherent and
aligned objectives to the content and performance standard so that
the learning of the students is wide yet limited to the competency
being given to him/her.

(b) Prerequisite knowledge and skills. It is necessary that

the competency being unpacked into learning objectives is
prerequisite to its knowledge and skills for the learners not to be
burnout with new learning that is not essential to their grade level.

(c) Logical sequence of learning objectives. It is very

highly recommended that the learning objectives you unpacked
from the MELCs will be valid, consistent and in order for the
learners should have a laddered way of learning.

On the other hand, in combining the MELCs, one should have the
consideration of the following area:

(a) Commonality of content, topic, or theme. The

competencies being combined should be related to each other and
have the same goal or learning intention.

(b) Alignment on the Content and Performance

Standards. Just like in unpacking of MELCs, combining two or more
competencies should be aligned to the content and performance
standard to help with its achievement.

(3) Do all the MELCs need to be unpacked or combined? Why or why not?
 The MELCs should not be unpacked and combined for there are
competencies that needs to be done in a single day, there are competencies also that
needs to be combined for some are not that complex.

Activity 02

(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.

Unpacking the MELCs

MAPEH 8 (PE): 1st Quarter

Retained Learning Competency Learning Objectives

distinguishes facts from fallacies
and misconceptions about
physical activity participation
performs appropriate first aid for injuries
and emergency
situations in physical activity and sport
settings
undertake fitness tests
 identify the physical activity habits of
the family in terms of health-related
fitness components
 assess the family’s strengths and
weaknesses in the components of HRF
 perform exercises to enhance
cardiovascular and muscular fitness
 regularly demonstrate HRF to the family
to ensure its promotion of an active
lifestyle
 explain the serious of purpose to ensure
the conduct of activities in the family
 design physical activities that promote
cardiovascular and muscular fitness
activities to family members