MODULE 2: MOST ESSENTIAL LEARNING

COMPETENCIES (MELCs)
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 specific for
example. Do you think these concerns could be solved by teachers alone? Why
or why not?
Ans: As we are facing the biggest concern of all humanity in this present time which is
Covid-19 pandemic. The delivery of education is put into a great challenge. The
only way to cope with this problem is to adapt in the new normal scenario. From the
traditional way of the teaching and learning process which takes place inside a
classroom, we are shift into the distance or modular way of learning. Together with
this new approach, we can still be able to continue the learning delivery. This
cannot be solved by the teachers alone obviously. It needs a close cooperation
between the government, Department of Education, teachers, private stakeholders
who are willing to help and also the parents of the learners to properly implement
this new approach. There are many factors need to consider especially in health
protocols that cannot be faced by the teachers only.
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?
Ans: I absolutely agree. The Department of Education adapt several curriculums with a
dream of providing quality education and achieving higher standard of learning.
The department hopes to produce quality and globally competitive learners out
these curriculums. But the result is congested curriculum that’s why the quality of
education here in our country is still questionable. Students can’t cope up with the
content standard sometimes it takes time to finish a full quarter subject with a
limited time allotment. Despite of the good performances of schools according to
their data, there are still learners who promoted to high school that are slow
readers and even non-readers at all.
Activity 2
1. What are the general and specific purposes of the development of MELCs?
 It was developed in response to UNESCO's fourth sustainable development goal
and that is to develop resilient education systems, most especially during
emergencies.
 Used as a mechanism to ensure education continuity.
 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 was streamlined to the most
essential or the most indispensable learning competencies.
 Used to assist schools in navigating the limited number of school days as they
employ multiple delivery schemes by providing them ample instructional space
2. How does curriculum review aid in the identification of essential learning
competencies?
Ans. Through this curriculum we can address all the issues and concerns in all
learning areas of every year levels. With this, we can identify the areas which
need improvement and that would enhance the learning engagement, experience,
outcomes and consequently recommend solutions.
It led to the identification of gaps, issues, and concerns within and across learning
areas and grade levels. Analysis of the Interconnectedness of prerequisite
knowledge and skills among the learning competencies for each subject area. It
helped in the identification of areas for improvement that would enhance the
learning engagement, experience, and outcomes and consequently recommend
solutions. In addition, it analyses the interconnectedness of prerequisite
knowledge and skills among the learning competencies for each subject area.
Curriculum review mapped the essential and desirable learning competencies
within the curriculum.
3. What is the difference between essential learning competencies and desirable
learning competencies?
Ans. The essential learning competencies deals with the students’ needs, it is
considered indispensable in the teaching- learning process to build the skills, to
equip learners for the subsequent grade level and consequently, for lifelong
learning. On the other hand, the desirable learning competencies are those that
may enhance education but may not be necessary in building fundamental skills.
4. Now 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 should also require the students ‘observable learning and competency after
they finished their current year level.
 Does it attainable and can be used in real-life scenarios?
 Must be aligned with national, state, and/or local standards/ frameworks (e.g.,
scientifically-literate Filipinos)
 It is expected that there are lots of considerations in this type of delivery even
those students who cannot totally adopt and cannot perform well.
 it connects the content to higher concepts across content areas
5. What is the importance of the MELCs in ensuring the delivery of quality
instruction?
 It serves as a guide for us teachers in this new normal. It gives us the idea on
what are the things we need to do to continue the learning delivery for our
learners without violating the health protocols made by the DOH. It consists of
Weekly Home Learning Plan for teachers and even the SLM or Self-Learning
Modules appropriate for the current situation of the learners.
 It helps us adapt and cope with our situation despite of the challenges we are
facing resulted by the COVID-19 pandemic. It continues to provide quality
learning delivery in a new normal way to make sure that the learners education
will be not hindered by the pandemic.
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

S8MT-III-h-11
S8MT-IIIi-j-12
The deleted LC (S8MT-
IIIG-h-11) is deemed
not as essential as the
MERGED/CLUSTERED S8MT-III-h-11 retained LC (S8MT-IIIi-
S8MT-IIIi-j-12 j-12) as it requires the
student to use the
properties of elements
to predict the chemical
behavior of an element,
hence it is more
encompassing.

EN7WC-IV-a-2.2
RETAINED
Use the periodic table to
S8MT-IIIi-j-12
predict the chemical
behavior of an element.
S8MT-III-h-11
Trace the development
DROPPED S8MT-III-h-11
of the periodic table
from observations
based on similarities in
properties of elements

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.
Insights:
Question(s) about melcs Insights shared by your
Your insights shared
that need(s) clarification co-teacher(s)
MELCS:  It is possible for  The expected
EN7OL- III- h- 1.3.1 students to jot down varieties of materials
Raise sensible, their ideas on a certain are not available at
challenging thought topic given, although their respective
provoking questions in they will be no homes.
public forums and panel appearance on screen
discussions, etc. due to some certainties,  Some students will be
but what matters is for having a hard time to
 How will the students them to express their accomplish this
ensure to participate insights on a certain competency because
with their classmates issue and submit it (jot of lack of sources and
in such forums or down ideas) through internet connectivity.
panel discussions if pictures.
 they do not have the
gadgets to be used
 The students may get
(smartphones, tablets,
ideas through extensive
laptops, or computers
readings (books,
and stable internet
newspapers, articles.
connections.)
etc) and watch
documentaries.
 How will the students
gather sensible
questions to deliver in
such activities?

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

Activity 1
1. What Is the importance of unpacking and combining the MELCs?
 In order for us to determine what are the best strategies we can offer to the
learners in a way that those with various needs can be cater. Unpacking and
combing the MELCS can help us organize and systematize well our leaning
delivery.

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

Explain each.
In unpacking MELCs we must consider the following:
 We should arrange the sequence of learning objectives in a logical manner to
implement better learning ideas for our learners. We should consider the most
essential learning objectives in order to give our leaners quality learning
instructions.
 Being familiar with the Fundamental Knowledge is a must before going to the
other level of learning. Curriculum objective must be in a hierarchy along with
their prerequisite knowledge and skills.
 The 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.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
 It depends on the teacher because he/she is the one who monitors the learning
progress of the learners as long as the content and standard will still be followed.
Activity 2
1. Form a group of four members within your LAC, preferably with fellow teacher's 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
Unpacking MELCS Sample
 Chosen MELCs Suggestions and Insights

MELCS:
Describe the different types of plate
boundaries.
(Code: S10ES-Ia-j-36.2)
 In the delivery of this lesson, the
LEARNING OBJECTIVES:
teacher has to provide students
with visual presentation.
1. Identify the types of plate boundaries.
2. Describe the movements of plate
 The lesson is best learned through
boundaries.
demonstration and modeling
3. Classify plate boundaries according to
the direction of its movement
4. Draw the direction of plate movements
using arrow.
5. Create a model of plate boundary
using clay soil.

Combining MELCS Sample

MELCS COMBINED

S10LT-IIIf-39 Explain how fossil records,

Compose Effective comparative anatomy, and
Paragraphs genetic information provide
Write an essay on the evidence for evolution
importance of adaptation as a
mechanism for the survival of
a species

Activity 3
Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your
outputs.
Reflection:
MELCS is our new foundation of learning delivery in todays situation. We should
be thankful and appreciate it and as much as we could, we should religiously follow
what is being written in this curriculum.