Republic of the Philippines

Department of Education

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

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?

The Department of Education faced the most significant challenge during this pandemic,
primarily teachers, to encourage students to enroll and maintain the learning despite no
face-to-face and modular learning. We agree that narrowing down the learning
competencies has become a massive factor in delivering just the most essential learning
competencies. On the other hand, successful implementation is one of the main concerns
for guaranteeing that learning continues. Though there is a shortage of supplies like bond
papers, available staplers, and other necessities; still, the school community is looking for
ways to solve it. Despite the land issues and harassment of some entities, education must
continue.

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?

That's all I can relate to. The curriculum's goal is to develop better education and to develop
competitive learners. After all, according to its existence, students cannot deal with it.
Teachers often find it difficult and time-consuming when instructing all of these
competencies, which appear repetitive and unnecessary, resulting in insufficient output from
both learners and teachers.
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 MELC was created to encourage students to learn out for their own speed while reflecting
on their abilities. This approach is designed to support a wide range of instructional levels,
resulting in more successful formative tests through alternate educational delivery modalities.

2. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies are characterized as what students need, or consider
indispensable, in the teaching-learning phase to develop skills that will prepare learners for
subsequent grade levels and, ultimately, lifelong learning while desirable learning
competencies have been described as those that may enhance education but are not
necessary to develop fundamental 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?
The MELCs were categorized based on the differences, challenges, and questions identified
through learning areas and grade levels. During this pandemic, decisions had developed,
leading to a lack of school days and face-to-face preparation. As a consequence, the
DepEd's most point assigned is to narrow the learning competencies.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The MELCs are designed to be consistent with the organizational norms, specific to real-life
situations, and teach the most critical competencies that students must gain throughout the
pandemic. The Department of Education has ensured that even with inadequate funds,
resources, and the absence of face-to-face learning, learners would've been able to access
the needed competencies from these MELCs.

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
3.1. nagagamit ang advanced
features ng isang search engine sa 1.2 natutukoy ang angkop na
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

MERGED/CLUSTERED 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

1.2 naipaliliwanag ang kahulugan 1.1 naipaliliwanag ang kahulugan

at pagkakaiba ng produkto at
serbisyo EPP5IE-0a-2
1.3 natutukoy ang mga taong
nangangailangan ng angkop na
produkto at serbisyo EPP5IE -0a-3
RETAINED
1.5 nakapagbebenta ng
natatanging paninda EPP5IE-0b-5
at pagkakaiba ng produkto at
serbisyo EPP5IE-
0a-2
1.2 natutukoy ang mga taong
nangangailangan ng angkop na
produkto at serbisyo EPP5IE - 0a-3
1.3 nakapagbebenta ng
natatanging paninda EPP5IE- 0b-5

5.1 nakasusunod sa usapan sa

online discussion forumat chat
DROPPED EPP5IE-0g-17

K TO 12 LEARNING
AP4Q1 MELCS
COMPETENCIES
Natatalakay ang kosepto ng
bansa

MERGED/CLUSTERED Nakapabibigay ng halimbawa ng

bansa Natatalakay ang konseto ng bansa
.
Naiisa-isa ang katangian ng bansa
 Nakapagbubuo ng kahulugan ng
bansa

Naipaliliwanag na ang Pilipinas ay

isang bansa.
Natatalunton ang hangganan at Natatalunton ang hangganan at
lawak ng mga teritoryo ng Pilipinas lawak ng mga teritoryo ng Pilipinas
gamit ang mapa. gamit ang mapa

Natutukoy ang relatibong lokasyon Natutukoy ang relatibong lokasyon

ng Pilipinas batay sa nakapaligid ng Pilipinas batay sa nakapaligid
gamit ang pangunahin at gamit ang pangunahin at
RETAINED pangalawang direksiyon. pangalawang direksiyon.

Nakapagbibigay ng konklusyon Nakapagbibigay ng konklusyon

tungkol sa kahalagahan ng mga tungkol sa kahalagahan ng mga
katangiang pisikal sap ag-unlad ng katangiang pisikal sap ag-unlad ng
bansa. bansa.

Nakapaggagawa ng
interpretasyon tungkol sa
kinalalagyan ng bansa gamit ang
mga batayang Heograpiya tulad
DROPPED ng iskala, distansya at direksiyon.

Naipaliliwanag ang katangian ng

Pilipinas bilang bansang maritime o
insular.

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?

It is essential to deconstruct and consolidate MELCs to standardize teaching strategies and
successfully meet learners' changing expectations and even the complexities of education
strategies. It would be very beneficial to anyone in determining how we will most efficiently
complete our LCP.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The most essential learning competencies should have been consistent with all learning
domains' reliability and workability/effectiveness information. It should be configured for
studying.

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

Yes, analyzing the MELCs is essential to provide complete teaching practices in which the
students' competencies weren't confusing or irrelevant.

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.