Member’s Ariane Avon G.

del Rosario Date of LAC Session:

Name: FEBRUARY 22, 2021

LDM Module 2: Most Essential Learning LAC SESSION ID.: LDM2-

Competencies (MELCS) ENGLISH-TEAM A (SY 2020-
2021)

MODULE 2: MOST ESSENTIAL LEARNING

COMPETENCIES (MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1.

Answer the following reflective questions.

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?

Learners should know how to read, write, and comprehend. These are
some of the fundamental concerns of the most vulnerable children
during these times. Likewise, we must ensure that students will master
the competencies. These concerns cannot be solved by teachers alone,
but with the help of the parents, and LGU’s as mutual support in
facilitating the learning process. There should be partnership and
communication between other stakeholders to assist the learners.

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 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?
I agree that our current curriculum is congested. Curriculum at the
primary level should focus only on reading, writing and numeracy
skills. These skills are key areas for a child’s development. Upon
mastering these fundamental skills, they will be able to solve and
achieve other life skills and lessons.

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 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.

1. What are the general and specific purposes of the development of MELCs?
It is the Department’s long-term response to the call of developing a
resilient education system, most especially during emergencies. The
MELCs’ general aim is for learners to concentrate on the most essential
skills without compromising the quality of education.

2. How does curriculum review aid in the identification of essential learning

competencies?
Curriculum review by academic experts, and field implementers greatly
assist in the identification of essential learning competencies. They
reach a consensus regarding the criteria to be used and mechanisms to
adopt in determining these competencies.

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

learning competencies?
In the teaching-learning process, essential learning competencies were
defined as what the students need and considered indispensable. These
competencies help in building skills to equip learners for subsequent
grade levels and 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?

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 Curriculum experts reviewed and focused on articulation within and
across learning areas and grade levels. The basis of identifying the
MELCs across learning areas is through the application of enduring
learning competencies that includes research skills, reading
comprehension, writing, map reading, and hypothesis testing which
are essential in many professions and in everyday life. The decision
process to trim down the number of ELC is to be retained merged,
dropped, or rephrased.

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

instruction?

MELCs serve as one of the guides for teachers when creating

instructional materials. It is also the primary reference of teachers in
preparing weekly learning plan. Moreover, MELCs ensure delivery of
quality instruction as it determines the appropriate learning delivery
approaches suited to the local context of the learners. It intends to
assist schools in navigating the limited number of school days.

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 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 and
compare the two documents to determine which learning competencies were retained,
dropped, or merged.

K to 12 Learning MELCs
Competencies

EN7LC-IV-f-2.8: Make simple inferences

Merged/ Clustered about thoughts and feelings expressed
EN7VC-IV-f-16: Express one’s
in the text listened to
beliefs/convictions based on a
EN7VC-IV-f-16: Express one’s
material viewed.
beliefs/convictions based on a material
viewed.

Retained

EN7VC-IV-f-16: Express one’s EN7VC-IV-f-16: Express one’s

beliefs/convictions based on a material beliefs/convictions based on a
viewed. material viewed.

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 Dropped
EN7RC-IV-f-10.3: Sequence steps in a
process

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.
Identifying whether the competency is to be maintained, combined,
dropped or rephrased is important. Learning skills should still concentrate
on the study, understanding and writing skills that are essential to our
everyday lives.

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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:

1. What is the importance of unpacking and combining the MELCs?

The importance of unpacking and combining the MELCs intends to

deliver quality instruction amidst the limited learning modalities and
shortening of the school year. To systematize learning activities and to
address learning needs of learners.

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

Explain each.
In unpacking the MELCs, we need to consider the following:

• Alignment on the Content and Performance Standards-

The MELCs are not a departure from a 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.

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 • 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.

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

No, the MELCs needed to be combined are the content or topic that has
commonality and relatedness. When you unpacked MELCs it should aid
in the achievement and aligned to the content and performance
standards

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.

Attach presentation:

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UNPACKING OF MELCs
Most Essential
K to 12 Learning Sample Learning
Learning
Competencies Objectives
Competencies
1. Define belief and
EN7LC-IV-f-2.8: Make conviction.
simple inferences about 2. Classify the materials
thoughts and feelings viewed according to
EN7VC-IV-f-16: Express
expressed in the text beliefs and convictions.
one’s beliefs/convictions
listened to 3. Formulate sentences
Merged/Clustered based on a material
EN7VC-IV-f-16: Express that express beliefs and
viewed.
one’s beliefs/convictions convictions.
based on a material 4. Organize information
viewed. of the material viewed
and evaluate its
importance.
1. Define belief and
conviction.
2. Classify the materials
viewed according to
EN7VC-IV-f-16: Express EN7VC-IV-f-16: Express
beliefs and convictions.
one’s beliefs/convictions one’s beliefs/convictions
3. Formulate sentences
Retained based on a material based on a material
that express beliefs and
viewed. viewed.
convictions.
4. Organize information
of the material viewed
and evaluate its
importance.
EN7RC-IV-f-10.3:
Dropped Sequence steps in a -
process
Most Essential K to 12
Content Performance
Quarter Learning Duration CG
Standard Standard
Compentencies Code
4th The learner The learner EN7VC-IV-i-16 4 days EN7VC-
demonstrates transfers IV-f-16
understanding learning by:
of: explaining the
contemporary need to be
Philippine cooperative
literature as a and responsible

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 in today’s
global village;
using
appropriate
strategies to
means of
comprehend
responding to
extended text
the demands of
types; using
the global
lexical and
village; various
contextual
extended text
clues to
types; lexical
understand
and contextual
unfamiliar
cues;
words and
appropriate
expressions;
and polite oral
using
language,
imperatives,
stance, and
prepositions,
behavior; and
and
use of
appropriate
imperatives,
and polite oral
prepositions,
language,
verbs, and wh-
stance and
questions.
behavior in
various
information-
sharing
formats.

ACTIVITY 3.

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

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