Module 2

MOST ESSENTIAL LEARNING

COMPETENCIES
LESSON 1. BACKGROUND,
RATIONALE, AND
DEVELOPMENT OF MELCs

LESSON2. UNPACKING AND COMBINING MELCs

INTO LEARNING OBJECTIVES
 LEARNING DELIVERY MODALITIES COURSE 2 FOR TEACHERS

MODULE 2
MOST ESSENTIAL LEARNING COMPETENCIES

RETCHEL BENLIRO MENDOZA

Tuburan Nationl High School
LAC Group 3

MODULE 2: MOST ESSENTIAL LEARNING

COMPETENCIES
 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 example. Do you think these concerns could be solved by teachers alone? Why or why not?

Answer: as far as this globally pandemic affects the educational scheme. I believe that one of the fundamental
concerns in terms of curriculum standards that need to be addressed is the delivery of quality instruction to the
learners. Results from the LESF shown that the modular print of instruction is chosen by the majority of our
parents. But the questions are, how can we ensure that quality instruction will be successfully delivered to the
learners? Is the type of quality of modules will be suited to their level? Will the learning competencies be acquired,
instilled and applied after the modules were given to them? These are some, of the real-time queries teachers need
to address. That is why, teachers alone can’t solve these concerns but through the help of parents, stakeholders
and most especially the learners. For parents who served as partner of this modality, they should give ample time
to diligently assist, teach and supervise their child in exploring the modules. They can also seek help from the
learner’s elder brothers and sisters (if they have), or relatives who have knowledge on the particular topic on the
module. The learner has to give his dedication to learn each and every module. Likewise, to the stakeholders, who
will give support in delivering the modules to those who are living in far-flung areas, giving reminders about the
safety protocols, and assisting the parents and teachers for the success of this modality.

This is a shared responsibility where teachers, parents stakeholders and learners should take part to be
responsible in achieving the goal of the Department of Education. I believe that the collaboration will ensure
learning continuity.
 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: A congested curriculum happens when too many subjects are squeezed into a short period of time
(Philippine Basic Education). Yes, I agree on the observation that a congested curriculum has been a
perennial problem of teachers and perceived to be one of the hindering factors on the poor performance of
Filipino learners because it may lead to the underperformance of the learners and insufficient mastery of
basic competencies.

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: Based on the rationale, the general specific purposes of the development of MELCs is not just a
response to addressing the challenges of the current pandemic but it is also part of the Department’s long-
term response to the call to develop resilient education system, most especially during emergencies. The
MELCs can be used under similar circumstances as a mechanism to ensure education continuity (curriculum
dimension). They serve as one of the guides for teachers as they address the instructional needs of learners
while ensuring that curriculum standards are maintained and achieved. MELCs intend 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?

Answer: Essential learning competencies were defined as what the pupils/ students need, considered
indispensable in the teaching-learning process to build skills to equip learners for subsequent grade
levels and consequently for life-long learning. On the other hand, desirable learning competencies
were defined as what may enhance education but they not be necessary in building foundational
skills.

3. What is the difference between essential learning competencies and desirable learning
competencies?
Answer: In determining the criteria for the selection of MELCs, the Department collaborated stakeholders from
ACTRC, during which the descriptor – ENDURANCE – was considered the primary determining factor. A learning
competency is considered during 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. Examples of such learning competencies include research skills,
reading comprehension, writing, map reading, and hypothesis testing, which are essential in many professions
and in everyday life (Reeves, 2002; Many & Horell, 2014). The Department then identified the MELCs across all
learning areas through the application of these understandings. Necessary in this process is the decision
whether a learning competency is dropped, or rephrased. As a general rule, a learning competency is retained if
it is satisfies the endurance criterion which greatly contributes to life-long learning and is a pre-requisite skill to
the next grade level.
Two or more learning competencies are merged or clustered if they have the same objectives or learning
intention and can therefore be combined into one comprehensive learning competency. However, learning
competencies are removed/ dropped due to the
following reasons:
- They are too specific and the articulation is similar to that learning objective.
- They are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a
later quarter or grade level.
- They are recurring.
- They are subsumed in another learning competency
Finally, a learning competency is rephrased to be more concise.

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: The importance of the simplified curriculum of MELCs is to help teachers focus on what is
most essential for their learner in ensuring the delivery of quality instruction.

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.

Filipino 7

K to 12 Learning Competencies MELCs

Merged/ Clustered Naisasalaysay nang maayos at wasto ang Naisasalaysay nang maayos at wasto ang
pagkakasunod-sunod ng mga pangyayari buod, pagkakasunod-sunod ng mga
(F7PS-Id-e-4) pangyayari sa kuwento, mito, alamat, at
kuwentong-bayan (F7PS-Id-e-4)
Naisasalaysay nang maayos at
magkakaugnay ang mga pangyayari sa
nabasa o napanood na
mito/alamat/kuwentong-bayan (F7PS-III-e-
14)

Retained Nahihinuha ang kaugalian at kalagayang Nahihinuha ang kaugalian at kalagayang

panlipunan ng lugar na pinagmulan ng
kuwentong bayan batay sa mga pangyayari
at usapan ng mga tauhan (F7PN-Ia-b-1)
Dropped Napatutunayang nagbabago ang kahulugan
ng mga salitang naglalarawan batay sa
ginagamit na panlapi (F7PT-Ic-d-2)
panlipunan ng lugar na pinagmulan ng
kuwentong bayan batay sa mga pangyayari
at usapan ng mga tauhan F7PN-Ia-b-1)
n/a

Unpacking of MELCS
MELCs Learning Objectives
Nahihinuha ang kaugalian at kalagayang panlipunan ng Nasusuri ang ugnayan ng tradisyon sa binasang akda.

lugar na pinagmulan ng kuwentong bayan batay sa mga
pangyayari at usapan ng mga tauhan. F7PN-Ia-b-1
Nagagamit nang wasto ang mga pahayag sa pagbibigay ng
mga patunay F7WG-Ia-b-1
Nahihinuha ang kalalabasan ng mga pangyayari batay sa
akdang napakinggan F7PN-Ic-d-2
Naipaliliwanag ang sanhi at bunga ng mga pangyayari F7
Nasusuri ang isang dokyu-film batay sa ibinigay na mga
pamantayan
Naisasalaysay nang maayos at wasto ang buod,
pagkakasunodsunod ng mga pangyayari sa kuwento,
mito /alamat / kuwentong-bayan. (F7PS-Id-e-4)
Nagagamit nang wasto ang mga retorikal na pang-ugnay na
ginamit sa akda (kung, kapag, sakali, at iba pa), sa
paglalahad (una, ikalawa, halimbawa, at iba pa, isang araw,
samantala), at sa pagbuo ng editoryal na (totoo/tunay,
talaga, pero/ subalit, at iba pa) nanghihikayat. F7WG-If-g-4
Nasusuri ang pagkamakatotohanan ng mga pangyayari
batay sa sariling karanasan
Naisa-isa ang mga hakbang na ginawa sa panaliksik mula
sa napakinggang mga pahayag.
Nasusuri ang ginamit na datos sa pananaliksik sa isang
proyektong panturismo (halimbawa: pagsusuri sa isang
promo coupon o brochure)
Naipapaliwanag ang mga salitang ginamit sa paggawa ng
proyektong panturismo ( halimbawa ang paggamit ng
Naibibigay ang hinuha sa pahayag ng mga tauhan,
kaugalian at kalagayang panlipunan sa akda.
Naibibigay ang mga salitang may kaugnayan sa
paghihinuha.
Natutukoy ang mga pangungusap na nagbibigay ng mga
patunay. Nakasusulat ang mga patunay na ang kuwentong-
bayan ay salamin ng tradisyon o kaugalian ng lugar na
pinagmulan nito
Natutukoy ang kahulugan ng isang dokumentaryo.
Nakikilala ang mga elemento ng isang dokumentaryo.
Nasusuri ang isang dokyu-film batay sa ibinigay na
pamantayan.
Nakikilala ang mga retorikal na pang-ugnay.
Natutukoy ang mga pahayag na ginagamit sa pagsasalaysay
at paglalahad.
Nagagamit ang mga retorikal na pang-ugnay sa
pamamagitan ng editoryal na panghikayat.
Nakikilala ang mga bahagi ng isang dula.
Natutukoy ang mga dapat tandaan sa pagkilala ng
makatotohanan at dimakatotohanang pahayag.
Nababasa at nauunawaan ang isang dula.
Nasusuri ang pagkamakatotohanan ng mga pangyayari.
Naipaliliwag ang kahulugan ng pananaliksik; at
Naisa-isa ang mga hakbang na ginawa sa pananaliksik mula
sa napakinggang mga pahayag
Nakikilala at naipaliliwanag ang isang Proyektong
Panturismong Travel Brochure
Naiisa-isa ang mga hakbang at panuntunan na dapat gawin
upang maisakatuparan ang proyektong travel brochure
acronym sa promosyon)
Naibabahagi ng napanood na video clip mula sa youtube o
ibang website na maaaring magamit.
Nagagamit nang wasto at angkop ang wikang Filipino sa
pagsagawa ng isang makatotohanan at mapanghikayat na
proyektong panturismo.
ACTIVITY 4.

In your LAC Session, discuss and share your answers to Activities 1-3 in this session. 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 insights shared in the
discussion, including your own, in your Study Notebook.

(No answer)
 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?

Answer: The importance of unpacking of MELCs is to provide instructional space among field partners/
implementers to deliver quality instruction amidst the limited learning modalities and shortening of the
school year. Also, in order to systematize learning activities and effectively address the varying needs of
learners and the challenges of instructional deliveries. The importance of combining the MELCs is to
observe efficiency in the development of learning resources, which include but are not limited to SLMs,
textbooks, teacher’s guides, activity sheets and televisions and radio scripts. It also allows the teacher to
effectively design instructional resources without deviating away from the standards prescribed by the
curriculum.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.

Answer: The following are the considerations that must be taken in unpacking and combining the
MELCs.

 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.
 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.
  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.

 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.
 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?

Answer: Yes, all MELCS should be unpacked in order to systematized learning activities so that delivering
ideas to our pupils/ students would not be congested.
FORM 1: LAC PROFILE
This form should be accomplished by the LAC Facilitator and its members at the first LAC session.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me (Where will I accomplish
repeatedly me from to the
do that may affect participating fully participate in this requirements of this
my in this course?) course?
participation in the course?) Describe this
course in environment.)
a positive or
negative way?)

I only participate on Maybe my lack of The things that will I can both work in school
the course that I am focus. Now that the motivate me to and at home. But since we
familiar with. My entire family is participate in this are in a global pandemic
willingness to working in laptops course are: state I prefer to work from
participate depends doing all sorts of 1. New learnings home.
on how interesting the things. With the many 2. My family and my
topic is to me. I am things to be done such students
more participated if I as cook foods for the 3. My ever motivated
am interested in the family, assist my colleagues
topic. children in their school 4. Supported school
works because they heads
are now home
schooling/on-line
schooling. This
sometimes got me out
of focus
REGION: VI

LAC ID (name or number): Group 03 Number of LAC members: 15

Name of LAC Facilitator: MARIVIC D. BENLIRO

Designation/Position: Teacher III

LAC Members:

Preferred
Contact contact mode
Male/ DESIGNATION/ details (email, (email, phone,
NAME DIVISION/S
Female POSITION mobile Skype, Zoom,
number) Google Meet,
Viber, FB)

Almonguera , Male Teacher I/ Property Capiz Division

Marlou B. Custodian

Bajarde, Romwel Male Teacher I Capiz Division

b.

Diaz , Roy D. Male Teacher I Capiz Division

Mendoza, Jason Male Teacher I Capiz Division

B.

Prayco, Ramon Male Teacher I Capiz Division

D.

Baltazar , Dainne Female Teacher I Capiz Division

D.

Bermas, Myka Female Teacher I Capiz Division

Marie O.

Bonales, Arlene Female Teacher II Capiz Division

B.

Borres, Joan May Female Teacher I Capiz Division

D.

Cartujano, Eva Female Teacher I Capiz Division

Ruby F.

Female Teacher I Capiz Division