Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
PANGASINAN SCHOOL OF ARTS AND TRADES
Lingayen

STUDY NOTEBOOK

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

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?
Answer: The fundamental concerns in terms of curriculum standards that need to be addressed
in order to ensure learning continuity is the fact that teaching time is reduced and because of
this the quality of education we offer has lessen. Therefore, DepEd should come up with a
curriculum that can be taught in a lesser time but at the same time ensuring that all students
are able to learn and are capable of being successful. Second since online classes are close to
impossible the curriculum should focus on competencies on critical thinking and strong 21st
century communication skills because this will help the students in the near future. Moreover, distance
and remote learning programs are being put in place in many locations, the most marginalized, poverty-
stricken and vulnerable children are also the most disadvantaged.

These concerns could not be solved by teachers alone because the curriculum should be made in a way
that all learning competencies are aligned and will be able to scaffold, or build learning experience for
the students. Therefore, it should be
developed through a collaborative approach by the higher ups in order to achieve cohesiveness that
targets the success of every child. 
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?
Answer: I agree on this observation because we should focus more on the quality of instruction
we give to our students than the quantity of the lesson we are giving them. Since there are a lot
of competencies that teachers need to finish, the tendency is they fast track the lesson even if
some of the students haven’t grasp the lesson yet because teachers are afraid to be left behind
in terms of lessons that are already discussed. By observation, some of the competencies are
just repetitions from the previous grade levels and some competencies are not really that
essential.

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?
Answer: The release of the MELCs is not just a response to addressing the challenges of the
current pandemic but is also part of the Department’s long-term response to the call of SDG4 to
develop resilient education systems, most especially during emergencies.

2. How does curriculum review aid in the identification of essential learning competencies?
Answer: The review aided in the articulation within and across learning areas and grade levels,
which led to the identification of gaps, issues, and concerns. Moreover, areas for improvement
that would enhance the learning engagement, experience, and outcomes were identified and
consequent solutions were recommended.

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

 In identifying the MELCs, endurance was considered the primary determining

factor. A learning competency is considered enduring if it remains with learners
long after a test or unit of study is completed or if it is useful beyond a single test
or unit of study.
 Necessary in this process is the decision whether a learning competency is to be
retained, merged, dropped, or rephrased. As a general rule, a learning
competency is retained if it satisfies the endurance criterion which greatly
contributes to life-long learning and is a prerequisite skill to the next grade level.
Two or more learning competencies are merged or clustered if they have the
same objective or learning intention and can therefore be combined into one
comprehensive learning competency. However, learning competencies are
removed/dropped due to the following reasons:
a. They are too specific (and the articulation is similar to that of a learning
objective).
b. They are deemed appropriate to be introduced in an earlier quarter or grade
level or moved to a later quarter or grade level.
c. They are recurring.
d. They are subsumed in another learning competency.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer: Since MELCs are already decongested to the most specific and importance lessons,
teachers will be able to have a clearer direction on what really needs to be developed by the
students after the school year, thus, the teacher will be able to plan a lesson that really targets
the competencies.
ACTIVITY 3:
Grade 10 Science MELCs
First K to 12 Learning Competencies MELCs
Quarter
Merged/ Describe the distribution of active Describe and relate the distribution of
volcanoes, earthquake epicenters, and active volcanoes, earthquake epicenters,
Clustered major mountain belts. and major mountain belts to Plate Tectonic
Theory.

Retained Describe the different types of plate Describe the different types of plate
boundaries. boundaries.

Describe the possible causes of plate Describe the possible causes of plate
movement. movement.

Enumerate the lines of evidence that Enumerate the lines of evidence that
support plate movement. support plate movement.

Dropped Describe the internal structure of the N/A

Earth.

Second K to 12 Learning Competencies MELCs

Quarter
Merged/ None None
Clustered
Retained Compare the relative wavelengths of Compare the relative wavelengths of
different forms of electromagnetic waves. different forms of electromagnetic waves.

Cite examples of practical applications of Cite examples of practical applications of

the different regions of EM waves, such as the different regions of EM waves, such as
the use of radio waves in the use of radio waves in
telecommunications. telecommunications.

Explain the effects of EM radiation on living

 things and the environment.
Predict the qualitative characteristics
(orientation, type, and magnification) of
images formed by plane and curved
mirrors and lenses.
Apply ray diagramming techniques in
describing the characteristics and positions
of images formed by lenses.
Identify ways in which the properties of
mirrors and lenses determine their use in
optical instruments (e.g., cameras and
binoculars).
Explain the operation of a simple electric
motor and generator.
Explain the effects of EM radiation on living
things and the environment.
Predict the qualitative characteristics
(orientation, type, and magnification) of
images formed by plane and curved mirrors
and lenses.
Apply ray diagramming techniques in
describing the characteristics and positions
of images formed by lenses.
Identify ways in which the properties of
mirrors and lenses determine their use in
optical instruments (e.g., cameras and
binoculars).
Explain the operation of a simple electric
motor and generator.

Dropped Apply ray diagramming techniques in

describing the characteristics and positions
of images formed by lenses.
N/A
Demonstrate the generation of electricity
by movement of a magnet through a coil.

Third K to 12 Learning Competencies MELCs

Quarter
Merged/ Describe the parts of the reproductive Explain the role of hormones involved in the
system and their functions. female and male reproductive
Clustered systems.
Explain the role of hormones involved in
the female and male reproductive systems.
Retained Describe the feedback mechanisms Describe the feedback mechanisms involved
involved in regulating processes in the in regulating processes in the female
female reproductive system (e.g., reproductive system (e.g., menstrual cycle).
 menstrual cycle).

Describe how the nervous system Describe how the nervous system
coordinates and regulates these feedback coordinates and regulates these feedback
mechanisms to maintain homeostasis. mechanisms to maintain homeostasis.

Explain how protein is made using Explain how protein is made using
information from DNA. information from DNA.

Explain how mutations may cause changes Explain how mutations may cause changes
in the structure and function of a protein. in the structure and function of a protein.

Explain how fossil records, comparative Explain how fossil records, comparative
anatomy, and genetic information provide anatomy, and genetic information provide
evidence for evolution. evidence for evolution.

Explain the occurrence of evolution. Explain the occurrence of evolution.

Explain how species diversity increases the Explain how species diversity increases the
probability of adaptation and survival of probability of adaptation and survival of
organisms in changing environments. organisms in changing environments.

Explain the relationship between Explain the relationship between population

population growth and carrying capacity. growth and carrying capacity.
Dropped Suggest ways to minimize human impact N/A
on the environment.
Fourth K to 12 Learning Competencies MELCs
Quarter
Merged/
Clustered None None
Retained Investigate the relationship between: Investigate the relationship between:
1 volume and pressure at constant 1 volume and pressure at constant
temperature of a gas temperature of a gas
 2 volume and temperature at constant 2 volume and temperature at constant
pressure of a gas pressure of a gas
3 explains these relationships using the 3 explains these relationships using the
kinetic molecular theory kinetic molecular theory

Recognize the major categories of Recognize the major categories of

biomolecules such as carbohydrates, biomolecules such as carbohydrates,
lipids, proteins, and nucleic acids. lipids, proteins, and nucleic acids.

Apply the principles of conservation of Apply the principles of conservation of mass

mass to chemical reactions. to chemical reactions.

Explain how the factors affecting rates of Explain how the factors affecting rates of
chemical reactions are applied in chemical reactions are applied in
food preservation and materials food preservation and materials production,
production, control of fire, pollution, and control of fire, pollution, and corrosion
corrosion
Dropped None N/A

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.
Reflection:
 There are competencies in the curriculum guide that are repetitions from the
other grade levels.
 Identifying the most essential competencies will provide students with enduring
learning.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

Activity 2
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?
Answer: Unpacking a competency results in a form more precise and specific topic to be
included in the instruction. This process also helps the teacher zero in on what is
essential for instruction. Since MELCs in each learning area are all interrelated and
anchored on the content and performance standards, combining at least two MELCs
allow teachers to effectively design instructional resources without veering away from
the standards prescribed by the curriculum.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
Answer: In unpacking the MELCs, you need to consider the following:
a. Alignment on the Content and Performance Standards - The MELCs are not a
departure from the 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.
b. 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.
c. 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.
  In combining MELCs, field implementers should take note of the following
criteria:
a. Commonality of content, topic, or theme - MELCs to be combined should
show commonality and relatedness in content, topic, or theme. This
ensures that essential content and topic will not be watered down.
b. Alignment with the Content and Performance Standards - Just like in the
unpacking of MELCs, combining two or more should aid in the
achievement of the content and performance standards.

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

 No, because there are MELCs which are specific in nature already and has
nothing to do with the other competencies.

Activity 2
1. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.
Answer:
MELC: Describe the different types of plate boundaries.

Learning Objective/s: 1. Define plate boundaries.

2. Identify the different types of plate boundaries.
3. Describe each type of plate boundaries.

1. Combine at least two MELCs of their choice.

Answer:
MELC 1: Describe the possible causes of plate movement.
MELC 2: Enumerate the lines of evidence that support plate movement.
Merged MELC:
Describe possible causes and the lines of evidence that support plate movement.
Activity 3
 Submitted activity 2 outputs to the LAC leader.