Shortened Academic Calendar

Different Delivery Models

Identification of MELCs
Prior to the pandemic, the BCD started
working on the identification of
ESSENTIAL LEARNING COMPETENCIES in
the past 18 months as part of its initiative
in reviewing the intended curriculum,
where bureau specialists, academic
experts and field implementers worked
collaboratively employing the consensus
judgment approach.
ELCs were determined based on a US-
developed competency validation rubric,
intended to assure that learning
competencies can reach the highest level
of quality and comparability across
schools, with adaptations being made to
improve relevance by accounting the
Philippine context.
WHAT IS AN ELC?

1. It is aligned with national, state,

and/or local standards/ frameworks.
2. It connects the content to higher
concepts across content areas.
3. It is applicable to real-life situations.
4. It is more important than other LCs.
5. It is not expected to be learned from
parents/communities.
 CURRENT
GRADE LEVEL MELCs
ELCs
CG
Grade 1 56 44
12
Grade 2 234 148
34
Grade 3 275 184
46
Grade 4 307 171
28
Grade 5 432 114
15
Grade 6 388 87
10
Grade 7 356 158
29
Grade 8 389 136
22
Grade 9 370 118
10
Grade 10 313 23111
TOTAL
TOTAL 3120
3120 229
1271
In order to ensure that the Grade Level
Standards are maintained, the
ENDURANCE criterion was used as the
sole determiner for the MELCs, which
requires that a learning competency (LC)
be useful in lifelong learning.
WHICH LCs WERE CONSIDERED ENDURING?

• Those that work in close association with

other competencies in other subjects,
maintaining the curricular quality of
integration

Example:
G4 Q1: Identify different meanings of content specific words (denotation and connotation)
WHICH LCs WERE CONSIDERED ENDURING?

• Those that do not recur; recurrence is limited

per key stage while observing spiral
progression

Example:
Key Stage 2 (G6 Q2): Detect biases and propaganda devices used by speakers
Key Stage 3 (G8 Q3): Examine biases (for or against) made by the author
This does not mean that the teacher is
prohibited from teaching an LC more than once.
Following the principle of curriculum flexibility
and differentiated instruction, he/she is strongly
advised to put focus, and therefore repeat an LC
should circumstances require.
WHICH LCs WERE CONSIDERED ENDURING?

• Those LCs of the same nature that can be

clustered together
CLUSTERED INTO:
Note significant details of various
text types
Clustered competencies require unpacking and sub-
tasking, so that bigger or broader LCs may be
broken down into manageable sub-competencies.
Example:
Use a variety of informative, persuasive, and
argumentative writing techniques
This would entail a number of other competencies in
order for it to be achieved: (1) making a stand; (2)
gathering information from various sources; (3)
citing sources of information.
HOW ARE THE MELCs ORGANIZED?

NO MEANS FOR
INTEGRATION
• Domains were no longer retained as
these may cause confusion among
end users.
• Organizing the MELCs by domain
would render the document
seemingly incomplete and harder to
follow due to the absence of
horizontal alignment.
HOW WERE THE MELCs ORGANIZED?

• The MELCs were arranged in a list

based on cognitive demand, which
makes way for better curriculum
flexibility as teachers are able to
freely integrate LCs without the
restrictions of horizontal alignment.
The schedule and time allotment of LCs in
quarters are suggestive in nature. The duration
of an LC is relative. What is required is that the
list of competencies be achieved in the specified
grade level.
HOW WERE THE MELCs ORGANIZED?

• Because content and performance standards in the English Curriculum are

described in such detail, the process of determining the MELCs required that
some of these standards be forgone.
WALKTHROUGH OF THE MELCs
Key Stage 1 (Grades 1 to 3)
WALKTHROUGH GRADE LEVEL STANDARDS
OF THE MELCs GRADE 1
The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking
about oneself, family, and other social context interactions.
GRADE 2
The learner listens critically to one-two paragraphs; use appropriate expressions in varied situations;
reads texts for pleasure and information critically in meaningful thought units; responds properly to
environmental prints likes signs, posters, commands and requests; and writes legibly simple
sentences and messages in cursive form.
GRADE 3
The learner listens critically to get information from text heard, demonstrates independence in using
the basic language structure in oral and written communication, and reads with comprehension.
WALKTHROUGH LC FROM K-12 ENGLISH CG
MERGED
OF THE MELCs EN2PWR-IIId-f-10
Read short phrases consisting of
short e words and Some sight
words
EN2PWR-IVd-e-10.1-11.1
Read phrases, short sentences
and short stories consisting of
short e and a words and the
Who, What and Where
questions about them
EN2PWR-IVj-10.1.2
Read phrases, sentences and
short stories consisting of two
syllable words and the questions
about them
RETAINED/REPHRASED AS
MELCs
EN2F-IIIa-b-2.11
Read aloud phrases, sentences
Read phrases, short sentences
and short stories consisting of
and stories consisting of short e words with short e, a, i, o, and u
words with appropriate speed, then answer the Who, What and
accuracy and proper expression Where questions about them
EN2F-IVa-d-4
Read phrases, sentences and
stories consisting of short a
words and some sight words
with appropriate speed,
accuracy and proper expression
EN2F-IVf-4.1
Read phrases, sentences and
stories consisting of short e, a,
and i words and some sight
words with appropriate speed,
accuracy and proper expression
WALKTHROUGH LC FROM K-12 ENGLISH CG
DROPPED
RETAINED/REPHRASED AS
MELCs
JUSTIFICATION

OF THE MELCs EN1OL-IIIa-e-1.5

Use common expressions and
NA During the curriculum review in
2019, this is one of the LCs
polite greetings tagged as DESIRABLE, and
was therefore no longer
retained as a MELC.
WALKTHROUGH LC FROM K-12 ENGLISH CG
RETAINED AS MELC
JUSTIFICATION

OF THE MELCs EN3PWR-Ia-b-7

Review reading and writing short e, a, i, o, and u
words in CVC pattern
This is an example of an LC from the CG that is
retained to ensure a smooth flow of transition
from reading to writing, thus, a review of the short
sounds is necessary. This will also be helpful in
case not all the short sounds were covered in the
previous grade level.
WALKTHROUGH OF THE MELCs
Key Stage 2 (Grades 4 to 6)
WALKTHROUGH GRADE LEVEL STANDARDS
OF THE MELCs GRADE 4
The learner listens critically to various text types and expresses ideas accurately in both oral and
written forms; demonstrates confidence in the use of the language to meet everyday needs; and reads
independently and gets relevant information from various text types.
GRADE 5
The learner listens critically to different text types, including news reports and other radio broadcasts;
reads independently and gets relevant information from various text types; expresses ideas accurately
and logically in oral and written forms; demonstrates interest in reading, and confidence in the use of
the language to meet various everyday needs.
GRADE 6
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
proficiency; and reads various text types / materials to serve learning needs in meeting a wide range
of life’s purposes.
CLUSTERED INTO:
Use context clues to find
meanings of unfamiliar words
WALKTHROUGH LC FROM K-12 ENGLISH CG
DROPPED
RETAINED/REPHRASED AS
MELCs
JUSTIFICATION

OF THE MELCs EN4A-Ia-c-19

Show willingness and
NA All LCs under the Attitude
domain were deleted as these
enthusiasm in reading or may be subsumed in another
listening to a literary text learning area (ie. EsP) that
focuses on attitude formation.
WALKTHROUGH LC FROM K-12 ENGLISH CG
RETAINED AS MELC
JUSTIFICATION

OF THE MELCs EN4WC-IIIc-28

Write / Compose an editorial
The identified LC was considered as MELC, and
therefore retained, because it satisfied the
ENDURANCE criterion, which states that a
learning competency (LC) should play a role in
lifelong learning. In particular, given the cognitive
demand of the LC, unpacking it would
necessitate a number of other essential LCs (eg.:
making a stand, developing arguments,
supporting claims with evidence, etc.).
WALKTHROUGH OF THE MELCs
Key Stage 3 (Grades 7 to 10)
WALKTHROUGH GRADE LEVEL STANDARDS
OF THE MELCs GRADE 7
The learner demonstrates communicative competence through his/ her understanding of Philippine
Literature and other texts types for a deeper appreciation of Philippine Culture.
GRADE 8
The learner demonstrates communicative competence through his/ her understanding of Afro-Asian
Literature and other texts types for a deeper appreciation of Philippine Culture and those of other
countries.
GRADE 9
The learner demonstrates communicative competence through his/ her understanding of British-
American Literature, including Philippine Literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
GRADE 10
The learner demonstrates communicative competence through his/ her understanding of literature and
other texts types for a deeper appreciation of World Literature, including Philippine Literature.
WALKTHROUGH OF THE MELCs
Key Stage 4 (SHS/Grades 11 to 12)
WALKTHROUGH COURSE DESCRIPTION
(CORE SUBJECT: READING &WRITING)
OF THE MELCs GRADE 11/12
The development of reading and writing skills as applied to a wide range of materials other than
poetry, fiction and drama.