STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL
LEARNING COMPETENCIES
(MELCs)
MODULE OBJECTIVES:

By the end of this Module, you will be able to:

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

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?

One variable that attests to examine and evaluate the profound concern that’s significant to address is
the proper dissemination and embedding of content knowledge to the students. These features greatly
constitute that of DepEd’s; a solution by formulating MELC’s. Although there are some facets in the medium
of instruction needed to be modified, DepEd exemplifies varied alternative delivery modes. Nonetheless, the
presence of cooperation is vital among teachers to demonstrate this notion successfully.

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?

Education needs to cope with the continuous progression of the world. Therefore, modification and
enhancements of the curriculum is vital and being the problem isn’t complementing of what I sought of,
rather, it’s implementation itself. Formerly being introduced and implemented, the curriculum had undertaken
diverse studies and investigations with regards to research. The reason may be that of being slightly ideal
contrary to its realistic views.

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 central scope of MELC’s is to guarantee the quality, relevance and liberation of
education through assessing the competencies in K to 12 Curriculum. Prior to the occurrence of this
pandemic, reviews on the competencies were specified and strategizing the compression of learning
competencies is pursued. The fundamental purpose is to map and record the essential and desired
learning competencies and to determine what needs to be covered.

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

 The review covered the following:

● Mapping and recording of the essential and desired learning competencies within the curriculum;
● Determining and identifying the prerequisite knowledge and skills designed in the preparation of
 students with the intent for essential learning competencies.
● Analysis on the integration of prerequisite knowledge and skills in the learning competencies for each
subject area.

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

It began in identifying the essential and desirable learning competencies followed by a gradual
increase on the standardized essential learning competencies. It is imperative in the construction of curriculum
that a learning competency is retained if it satisfies the endurance criterion which significantly 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:

● These are too specific (and the articulation is similar to that of a learning objective).
● These are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a
later quarter or grade level
● These are recurring.
● These are subsumed in another learning competency.

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

The manifestation in the construction of most essential learning competencies is regarded as an

extensive and comprehensive process. Its conception embodies a wide range of different processes to be
undertaken to ensure that learners will be educated properly. Education is the heart that nurtures an individual
and to measure its validity in the process is considered fundamental.

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
describe the parts and
Merged/Clustered functions of the sense organs Describe the functions of
of the human body; the sense organs of the
( S3LT-IIa-b-1) human body
enumerate healthful habits to ( S3LT-IIa-
protect the sense organs b-1)
( S3LT-IIa-b-2)
Classify objects and Classify objects and
Retained materials as solid, liquid, materials as solid, liquid,
and gas based on some and gas based on some
observable characteristics; observable characteristics;
( S3MT-Ic-d-2) ( S3MT-Ic-d-2)
Describe different
Dropped objects based on their N/A
characteristics (e.g.
Shape, Weight, Volume,
Ease of flow);
( S3MT-Ia-b-1)

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.

 Insights:

 MELC’s are a long-term response to the call of SDG4. It is already been planned even before the COVID-
19 pandemic.
 There is a big difference between online learning and digital modular distance learning.
 Strong internet connection is a big problem in online learning.
 MELC’s are comprehensively compressed

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?
We need to unpacked MELCS to help us systematize learning activities and effectively address the varying
needs of learners and the challenges of instructional deliveries. By unpacking and combining the MELCs, we
now have a clear path forward. This gives up a deeper understanding on how these MELCs are selected. It will
be much helpful for us to plan on how are we going to implement our LCP more efficiently.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The Most Essential Learning Competencies should be aligned to the content and performance standards of
the all the learning areas. Should be based on the learning needs of the learners.

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

Unpacking the MELCs are essential in order to have a systematic learning activity so that the competencies
needed by the learners are not congested or repetitive.
In unpacking MELCs we must consider the following:
 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.
 Prerequisite knowledge and skills - curriculum objective must be hierarchy. Mastering Fundamental knowledge
Is a must before going to the other level of learning.
 Logical sequence of learning objectives - We can’t give a better learning ideas to our students if our objective is
not logical sequence. Planning what are the most important objective is key frame in achieving better
understanding of our learners.

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.

UNPACKING THE MELCS

ARALING PANLIPUNAN I
1st Quarter
Retained/Rephrased Learning Objectives
Learning Competencies
1. Nasasabi ang batayang impormasyon  Nasasabi ang buong pangalan.
 tungkol sa sarili: pangalan, magulang,
kaarawan,edad, tirahan, paaralan, iba
pang pagkakakilanlan at mga katangian
bilang Pilipino.
( AP1NAT-Ia-1)
2. Nailalarawan ang pansariling
pangangailangan: pagkain, kasuotan at
iba pa at mithiin para sa Pilipinas.
(AP1NAT-Ib-4)
3. Natutukoy ang mga mahahalagang
pangyayari at pagbabago sa buhay
simula isilang hanggang sa
kasalukuyang edad gamit ang mga
larawan at timeline.
(AP1NAT-Ic-6)
4. Nakapaghihinuha ng konsepto ng
pagpapatuloy at pagbabago sa
pamamagitan ng pagsasaayos ng mga
larawan ayon sa pagkakasunod-sunod.
(AP1NAT-If-10)
5. Naihahambing ang sariling kwento o
karanasan sa buhay sa kwento at
karanasan ng mga kamag-aral, ibang
miyembro ng pamilya gaya ng mga
kapatid, mga magulang (noong sila ay
nasa parehong edad), mga pinsan, iba
pa; o mga kapitbahay.
(AP1NAT-Ig-11)
6. Naipagmamalaki ang sariling pangarap
o ninanais sa pamamagitan ng mga
malikhaing pamamaraan.
(AP1NAT-Ij-14)
 Nasusulat ang pangalan ng magulang.
 Nasasabi ang kaarawan at edad.
 Nasasabi ang tirahan.
 Nasasabi ang pangalan ng paaralan.
 Napipili ang mga pagkaing nakabubuti
sa katawan at kalusugan.
 Napipili ang mga kasuotang
napapanahon.
 Nailalarawan ang sariling
pangangailangan, at iba pang
pangangailangan ng isang bata.
 Natatalakay ang pansariling kagustuhan
tulad ng paboritong damit.
 Napagsunod-sunod ang pangyayari sa
buhay tungo sa pagbabago mula noong
sanggol hanggang sa kasalukuyang
edad.
 Nailalarawan ang mga personal na gamit
tulad ng damit mula noong sanggol
hanggang sa kasalukuyang edad.
 Nailalarawan ang mga personal na gamit
tulad ng laruan mula noong sanggol
hanggang sa kasalukuyang edad.
 Naipapakita ang mga pagbabago sa
buhay at personal na gamit mula noong
sanggol hanggang sa kasalukuyang
edad.
 Naihahambing ang sariling kwento o
karanasan sa buhay sa karanasan ng
mga kamag-aral.
 Naihahambing ang sariling karanasan sa
karanasan ng mga miyembro ng
pamilya.
 Naihahambing ang sariling karanasan sa
karanasan ng mga pinsan.
 Naihahambing ang sariling karanasan sa
karanasan ng mga kalaro.
 Natutukoy ang mga pangarap o ninanais
para sa sarili.
 Naipakikita ang pangarap o ninanais sa
malikhaing pamamaran.
 Naipaliliwanag ang kahalagahan ng
pagkakaroon ng mga pangarap o
ninanais para sa sarili.