SPECIAL CURRICULAR PROGRAMS

Guidelines on the Use of the

Most Essential
Learning Competencies (MELCs)
Curriculum
and Instruction Strand

Pho
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I. Rationale
The COVID-19 pandemic has significantly affected countries and communities across the globe, disrupting the established systems of various industries and
sectors. In the education sector, schools have temporarily closed to contain the spread of the disease. These nationwide closures are impacting almost 70%
of the world’s student population, with millions of additional learners affected by localized closures implemented in other countries (UNESCO, 2020).

Amidst this crisis, however, the importance of education as the foundation for all development remains unchanged. Thus, the Department of Education
strives to navigate the changes to sustain the delivery of quality, accessible, relevant, and liberating Philippine basic education services through the
implementation of the Basic Education-Learning Continuity Plan (BE-LCP). It is the Department’s policy response to enable learners of basic education to
continue learning, and for teachers to be able to deliver instruction, in a safe work and learning environment amid the threat of COVID-19.

It is in this context that the Department, through the Bureau of Curriculum Development-Special Curricular Programs Division, releases the Most Essential
Learning Competencies (MELCs) for the following Special Curricular Programs (SCPs) to be used nationwide by field implementers for SY 2020-2021 only :

- Special Program in the Arts (SPA)

- Special Program in Foreign Language (SPFL)
- Special Program in Journalism (SPJ)
- Special Program in Sports (SPS)
- Special Program in Technical-Vocational Education (SPTVE)

The MELCs maintain the commitment of the SCPs to cater to the needs of the 21st century learners with the view of preparing them for different career
pathways within the framework of the K to 12 Basic Education Program. The MELCs are anchored on their respective non-negotiable content and
performance standards prescribed in the curriculum guides of the special curricular subjects. The release of the MELCs intends to assist SCP implementers
as they address the instructional needs of learners while ensuring that the standards are maintained and achieved.

It should be noted that the MELCs identified for the abovementioned SCPs shall be used on top of the previously issued MELCs developed for the regular
K to 12 curriculum.

Meanwhile, recognizing the variations in the implementation of the Special Science Program (SSP) in the form of enhancements such as offering additional
subjects or additional competencies and time allocated to the subject, the identification of the MELCS is left to the implementing school. The MELCS
developed for the regular K to 12 Curriculum and the existing special curriculum guides shall be used with a window for curriculum flexibility. Furthermore,
the identification and implementation of the MELCS for the SSP should be anchored on the contexts of the implementing school. Please refer to Annex A for
the guidelines on the identification of the MELCs.
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II. Background on the Identification of the Most Essential Learning Competencies

The MELCs for the SCPs were determined by considering Endurance as a criterion. 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. 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 & Horrell, 2014).

The MELCs were arrived at by (1) retaining LCs, (2) merging LCs, (3) rephrasing LCs, and/or (4) dropping LCs. An LC is retained if it satisfies the endurance
criterion which greatly contributes to life-long learning and is a pre-requisite skill to the next grade level. LCs are merged or clustered if they have the same
objective or learning intention, thus can be combined into one comprehensive learning competency. LCs are rephrased to be more concise or sometimes to
be more responsive and relevant to the ‘new normal’ learning setup. Finally, LCs are dropped if they are too specific and the articulation is similar to that of
a learning objective; deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later quarter or grade level; recurring; or
already subsumed in another learning competency.

The content and performance standards which formed part in this policy are directly lifted from the SCP curriculum guides. Its inclusion is to emphasize that
the identification of MELCs is anchored on the prescribed standards and not a departure from the standards-based basic education curriculum. Thus,
teachers are encouraged to refer to the existing curriculum guides of the respective SCP in unpacking the MELCs.

It is noted that, by principle, the time allocated per subject in a daily basis did not change. Please refer to DepEd Order No. 21, s. 2019: Policy Guidelines on
the K to 12 Basic Education Program for the time allotment for SCPs. This means that schools need to consider this aspect in employing various delivery
schemes.

Finally, implementing schools are encouraged to contextualize the MELCs in order to accommodate the varying contexts of learners, teachers, learning
environment, and support structures considering both the content and performance standards. They shall also implement the MELCs following DepEd
Order No. 32, s. 2015 on Contextualization, Localization, and Indigenization. With these, Filipino learners are guaranteed with relevant and quality basic
education despite the current health crisis.
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III. Guide for Teachers on the Use of the MELCs

A. Special Program in the Arts (SPA)

About the Process

DepEd recognizes the role of the program in developing excellent young artists in any field of arts towards the promotion of Filipino culture and heritage
preservation. The MELCs identified by the BCD specialists in consultation with the National Commission for Culture and the Arts (NCCA) SPA Task Force
totaled to 547 as opposed to the 593 learning competencies in the SPA CGs. The MELCs identified can be learned in any mode of delivery—face-to-face,
online, or homebased learning.

SPECIALIZATIONS
CREATIVE TOTAL
DANCE MEDIA ARTS MUSIC THEATER ARTS VISUAL ARTS
WRITING
GRADE No.
No. of No. of No. of No. of of No. of
No. of No. of No. of No. of No. of No. of
No. of LCs in CG No. of MELCs LCs in LCs in LCs in LCs in LCs LCs in
MELCs MELCs MELCs MELCs MELCs MELCs
CG CG CG CG in CG
CG
7 21 21 20 20 16 16 19 17 35 32 18 18 29 21 159 144

FD B FD B
8 16 16 22 19 25 25 18 18 30 20 153 137
27 15 25 14

FD B FD B
9 6 8 36 28 25 25 17 17 30 23 158 143
20 24 20 22

10 18 18 18 18 8 9 19 19 26 26 15 15 19 18 123 123

TOTAL 86 78 83 74 46 49 96 83 111 108 68 68 108 82 593 547

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Example:
SPA-Dance G7 Q1: The learner identifies the nature and characteristics of each dance form/genre

The example above provides students with knowledge of content specific words learned from the Physical Education component of MAPEH.

The number of MELCs is also significantly less than the original number of LCs in the curriculum because of certain factors. First, some LCs may be subsumed
in other competencies.

Example:
SPA-Dance (G7 Q1): Differentiates dance forms/genre
SPA-Dance (G7 Q1): Identifies the nature and characteristics of each dance form/genre

The second factor considered in determining the MELCs is the ability to be administered in different learning modalities especially during the pandemic.

Consider the example below:

SPA-Visual Arts (G7 Q4): Converts photographs into computer graphics or cartoons

Learners with or without computers have the choice to convert photographs into digital art or free hand cartoon style drawing (caricature).

Other samples of MELCs:

RETAINED LC from the SPA CG / Included in the MELCs Justification

Applies the elements of music through singing and playing This learning competency is retained because the application of music
elements when singing or playing an instrument is essential in any
performance.

It is anchored on the art specialization’s key stage standard in which the

learner demonstrates an appreciation and understanding of the concepts
and principles of Music, Aesthetics, and History within the context of
Philippine cultural and historical realities.
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LCs from the SPA CG MERGED as MELC

Defines the different elements of artistic expression - SPA_MU7-Ia-1 Explains how the different elements of artistic expressions
are used
Describes how the different elements are used - SPA_MU7-Ib-2

LCs from the SPA CG REPHRASED as MELC

Makes different human figures, compositions from live models - Illustrates different human figures, compositions from live models using
SPA_VA-CG9-IIb-3 Greco-Roman style

Discovers the style of Greco-Roman art in creating human figures -

SPA_VA-CG9-IIc-4

DROPPED LC from the SPA CG Justification

Shows appreciation on the elements and principles as an important means This LC does not meet the endurance criterion. It is also subsumed in the
in presenting Philippine arts - SPA_VA-EA7-Id-6 other learning competencies in the same grade level.

How to Use the MELCs

Given the nature of the MELCs, the teacher is advised to find suitable activities and performance output for the achievement of the competencies. It is also
recommended that the teacher consider available resources in the community.

The teacher may consider more sub competencies depending on the needs of learners. Teachers are given the leeway to formulate learning objectives
deemed necessary for their students’ artistic development as long as they adhere to the existing curriculum standards prescribed by the Department of
Education as indicated in the SPA CGs.
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Examples of MELCs and their sub-competencies:

Grade Level /Quarter/

MELCs Sub-competencies
Course Title
G7/ QUARTER 1/ MUSIC Explains how the different elements of artistic 1. Defines the different elements of artistic expression
expression are used 2. Describes how the different elements are used

G7/QUARTER 2/MUSIC Describes the narratives of local legends and 1. Describes the narratives citing their place of origin
myths citing their place of origin 2. Narrates local legends and myths
G7/QUARTER 1/VISUAL ARTS Understands the way principles of arts work Creates artworks depicting the traditional designs that are still existing
together to create an artwork in the locality

B. Special Program in Foreign Language (SPFL)

About the Process

The process of determining the most essential learning competencies or MELCs for the six different foreign languages was a collaborative endeavor among
focal persons from the Bureau of Curriculum Development, field implementers, consultants from the academe, and program partners. The development
and validation entailed a series of vetting from different language experts and program partners. At the end of the process, the 151 LCs from the SPFL CG
were reduced to 38 MELCs.

Special Curricular Program GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL

No. of No. of No. of No. of No. of LCs No. of No. of No. of No. of No. of
Special Program in Foreign Language LCs in CG MELCs LCs in MELCs in CG MELCs LCs in MELCs LCs in CG MELCs
(SPFL) CG CG
37 11 36 8 20 7 58 12 151 38
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Scrutiny of the SPFL Curriculum Guide resulted in three major courses of action, the first of which is the retention of an enduring LC. Among these are the
following:

SPFL7LAP-Ia-1: Introduce oneself (name, age, address)

- Recognize the words that express daily routine and habitual actions in a reading text
SPFL7BCT-IIe-5: Recognize words that express daily routine and habitual actions in a text
- Recognize time (seconds, minutes, hours)
- Recognize days in a week
- Recognize months in a year
SPFL10MSP-Ih-8: Extract important details from listening texts of different genres with simple vocabulary and sentence structures
- Describe the current weather condition
- Note vocabularies related to the weather and its forecast

These retained LCs can be applied through the students’ interaction with foreign nationals in the future using various modalities, and prepare them to
better understand different cultures and factors that shape the society of the foreign language’s origin country. The development of these competencies
thus makes students more connected to and interested in the program.

Some LCs were clustered or merged together given their similarity. Consider the following:
Recognize numbers 1-100
- Recognize numbers 1 to 100 in a text
- Identify cardinal and ordinal numbers

The MELC above is the result of the clustering or merging of the following LCs, which are related to each other in terms of content:
 Recognize numbers 1-100
- Recognize numbers 1 to 100 in a text
 Write cardinal and ordinal numbers (from 1 to 100)
- Prepare a sample schedule
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Other samples of MELCs:

RETAINED LCs from the SPFL CG / Included in the MELCs Justification

Recognize the sounds of every given letter - SPFL7LAP-Ic-3
Recognize the letters of the alphabet through pictures - SPFL7LAP-Id-4
- Read letter given
- Read basic words correctly
Recognize the correct pronunciation of the alphabet- SPFL7LAP-Ie-5
These LCs are essential in learning a foreign language, especially those
using characters like Korean, Nihongo, and Chinese – the teaching and
learning of which are discouraged from being aided by Romanization.
Further, these LCs are pre-requisite in developing the macro skills,
especially reading and writing.

LCs from the SPFL CG MERGED as MELC

Use common expressions and basic greetings in conversations - SPFL7LAP- Communicate using basic greetings and expressions related to:
Ii-9 - the self
Identify words and expressions in a text related to: - SPFL7LAP-Ij-10 - family and home
- the self - friends
- family and home - school and community
- friends
- school and community
Ask and answer simple questions about: - SPFL7LAP-Ik-11
- the self
- family and home
- friends
- school and community
Compose short greetings and expressions related to: - SPFL7LAP-In-14
- the self
- family and home
- friends
- school and community
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LC from the SPFL CG REPHRASED as MELC

Present a short simple conversation - SPFL9DRT-IIb-2
- Express oneself showing an acceptance or rejection in an
invitation using appropriate expressions
- Express personal information in a simple dialogue and friendly
conversation
- Describe pictures and other non-linear texts such as diagrams, maps,
charts, etc.
Present a short simple conversation
- Express oneself showing an acceptance or rejection in an invitation
using appropriate expressions
The LC is rephased by retaining only the first subcompetency as it is
deemed more useful in communication.
The second subcompetency is subsumed in other competencies while the
third subcompetency entails a different set of grammar point.

Alternatively, there were LCs which failed to meet the endurance criterion as they are subsumed by the retained LCs or MELCs. Some LCs were also not
relevant to all students (i.e., those with outputs requiring strong internet connection). And finally, LCs were deleted if they entailed physical interaction,
which will put the health of the students at risk, and pose great challenge for those students with limited resources and live in remote areas.

DROPPED LCs from the SPFL CG Justification

Craft a script for a skit simulating everyday conversations or transactions -
SPFL10APK-IIIl-12
Relate suggestions based on experiences in the past or those that indicate
time - SPFL10OUE-IIIf-6
The identified LC requires output that entails strong internet connection
which is a challenge for those students with limited resources. It also
requires physical interaction which will put the health of the students at
risk.
The skill stipulated is subsumed in the LC in Grade 8 (SPFL8INT-IIIh-8:
Narrates an experience in the past using simple sentence constructions)
and merged in the LCs of Grade 9 (Makes suggestions or recommendations
and gives advice on a topic/issue of interest).
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How to Use the MELCs

Given the nature of the MELCs, teachers are advised to carefully monitor the progress of their learners, and provide intervention or remediate if needed.
It is recommended that they re-teach certain MELCs or unpack these into more specific learning competencies as provided in the curriculum guide for SPFL.

The teacher may consider more sub competencies depending on the needs of learners. Teachers are given the leeway to formulate learning objectives
deemed necessary for their students’ development as long as they adhere to the existing curriculum standards prescribed by the Department of Education
as indicated in the SPFL CG.

Examples of MELCs and their sub-competencies:

Grade Level / MELCs Unpacked Competencies

Quarter
Grade 7 *Communicate using basic greetings and 1. Identify vocabulary related to self, family, home, friends, school and
2nd Quarter expressions related to: community.
- the self 2. Write basic sentences used in greeting and expressions about oneself,
- family and home family, friends, school and community.
- friends 3. Respond to the question about self, family, friends, school and community.
- school and community 4. Describe family, friends, school and community without looking at the notes.

Grade 8 Use polite expressions 1. Identify the polite expressions in answering questions.
rd
3 Quarter - Answer questions 2. Employ correct usage of language in responding to the inquiry in writing.
- Use basic terms 3. Respond to the questions using polite expressions.
- Respond to questions 4. Enunciate the proper pronunciation and tone in using polite expressions.
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C. Special Program in Journalism (SPJ)

About the Process

Besides having endurance as the criterion in the process of identifying the most essential learning competencies or MELCs, the various modes of learning
delivery—face-to-face, online, or homebased learning—were considered. And with the reduced number of competencies for SPJ (from 321 LCs to 90 MELCs
for SPJ English and 324 LCs to 94 MELCs for SPJ Filipino), the Program still envisions to produce responsible and capable Filipino campus journalists
empowered and equipped with 21st-century journalistic skills enabling them to contribute to national transformation.

Special Curricular Program GRADE 7 GRADE 8 GRADE 9 GRADE 10 TOTAL

No. of No. of No. of No. of No. of LCs No. of No. of No. of No. of No. of
Special Program in Journalism (SPJ) LCs in CG MELCs LCs in MELCs in CG MELCs LCs in MELCs LCs in CG MELCs
English CG CG
105 24 73 19 79 24 64 23 321 90
Special Program in Journalism (SPJ)
106 23 75 21 79 28 64 22 324 94
Filipino
TOTAL 211 47 148 40 158 52 128 45 645 184

Below are some of the MELCs identified in the SPJ.

Example:
SPJ7NEW-If-17: Observe proper techniques and standards in writing a straight news about a school or community event

The example above is deemed enduring and is, therefore, retained. This competency pertains to the basics of news writing, the foundation of all forms of
journalistic writing.
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Example:
SPJ 8 Q1: Write different types of news (composite, in-depth, and investigative) based on any recent happenings in school or community

Multiple LCs may be subsumed in one competency such as the example above.

Example:
SPJ 8 Q4: Write sports stories based on a game watched on TV

Other LCs are also paraphrased to respond to the ‘new normal,’ where face-to-face instruction may be limited if not totally eliminated. The original LC
requires learners to write a sports news based on a game covered, but since actual coverage may not be possible, the rephrased LC which becomes the
MELC now enables learners to write a sports news by watching a sports event on TV.

Other samples of MELCs:

RETAINED LC from the SPJ English CG / Included in the MELCs Justification

Observe intellectual property rights through proper attributions/citations This competency is necessary not only in journalistic writing but also in
of sources - SPJ7MDL-Ic-8 other forms of writing in academic and professional contexts.

In the context of journalism, observing intellectual property rights is

practicing honesty which is central to integrity. Thus, it is anchored on the
Program goal which is to produce students who will contribute to national
transformation by being principled and value-driven.

LCs from the SPJ English CG MERGED as MELC

Observe the ethical standards in radio scriptwriting - SPJ9ETH-Ih-27 Write a 5-minute radio news broadcast script observing ethical standards
Write a 5-minute radio news broadcast script - SPJ9RSW-Ih-28

LCs from the SPJ English CG REPHRASED as MELC

Write an appropriate caption for photos by observing basic sentence Create an effective photo essay with appropriate captions
pattern - SPJ7LSE-IVc-89

Create an effective photo essay - SPJ7VST-IVc-90

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DROPPED LC from the SPJ Filipino CG Justification

Naiisa-isa ang pagkakaiba at pagkakatulad ng panimula sa pagbabalitang This LC is deemed desirable for grade 7 and does not meet the endurance
panradyo at pantelebisyon - SPJ7RKPM-IVh-106 criterion. It is also covered in other grade levels in which radio broadcasting
and TV broadcasting are discussed.

How to Use the MELCs

Given the nature of the MELCs, the teacher is advised to find suitable activities and performance output for the achievement of the competencies. It is also
recommended that the teacher consider available resources in the community. The teacher should also unpack the MELCs into more specific learning
competencies as provided in the curriculum guides for the SPJ.

Examples:

Grade Level/
MELCs Unpacked Competencies
Quarter
1. Explain the significance of verbal communication in TV broadcast
Use appropriate verbal and non-verbal 2. Speak using appropriate volume, tone, rhythm, and pronunciation
G10/Q3 communication for effective broadcast 3. Explain the significance of non-verbal communication in TV broadcast
delivery 4. Use appropriate extra-linguistic functions in speaking

Enhance videos and soundbites using 1. Explain the purpose of soundbites in a TV broadcast
appropriate software or mobile apps for 2. Explain the purpose of videos, pictures, and graphics in a TV broadcast
G10/Q4 videography, editing, and broadcasting fit 3. Apply proper visuals for a TV broadcast
for uploading to YouTube and other 4. Use the different techniques in editing videos and soundbites
social media platforms

The unpacked /sub-competencies listed above are only some of the LCs subsumed in the given MELCs. The teacher may include more or less than those
identified depending on the needs of the learners. Teachers are given the leeway to formulate learning objectives deemed necessary to enhance their
students’ journalistic competence as long as they adhere to the existing curriculum standards prescribed by the Department of Education as indicated in the
curriculum guides for the SPJ.
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It has to be noted that the Content and Performance Standards remain as the point of reference. The last LC in the MELCs is reflective of the Performance
Standard. Teachers are encouraged to revisit the content coverage with the matched competencies which are regarded as pre-requisites prior to the
attainment of the terminal competency per quarter.

Meanwhile, 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.

With the current context, the ideal contact time can be reduced based on the existing learning plan adopted, with the MELCs identified as the teacher’s
point of reference. This is so because the identified MELCs for the SPJ are gearing towards output/products that students can do even offline or
asynchronously.

D. Special Program in Sports (SPS)

About the Process

SPS learners who are athletes shall be able to improve their fitness levels, recognize and prevent injuries, analyze movement patterns, design nutritional
plan for athletes, recognize the effects of doping on athletic performance, and apply psychosocial behavioral skills. Therefore, the MELCs identified are
those that will further elevate the SPS to a higher degree of social relevance by improving the skills and talents of athletes. The 221 LCs from the SPS CG
were reduced to 154 MELCs.

Course Titles
Exercise Physiology
Biomechanics and Psychosocial/ Total
Grade and Methods of Sports Injuries Sports Nutrition
Movement Patterns Behavioral Skills
Conditioning
No. of LCs No. of No. of LCs No. of No. of LCs No. of No. of LCs No. of No. of LCs No. of No. of No. of
in CG MELCs in CG MELCs in CG MELCs in CG MELCs in CG MELCs LCs in CG MELCs
7 11 9 8 6 14 8 18 10 8 6 59 39
8 8 6 7 5 11 8 17 10 9 9 52 38
9 11 8 8 6 17 9 13 8 9 5 58 36
10 7 7 8 7 18 10 11 9 8 8 52 41
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Total 37 30 31 24 60 35 59 37 34 28 221 154

Below are some of the MELCs identified in the SPS.

Example 1:
Grade 8 Q4-Psychosocial/Behavioral Skills: Practice cooperation, clear communication, and positive social interaction to enhance teamwork

This is an example of an enduring competency in which the skills learned are applied in the other courses of the SPS. These skills are applied in real life and
are likewise retained even after learners finished the program.

Example 2:
Grade 7 Q4-Sports Nutrition: Explain the importance of nutrition to athletic performance

This competency can be applied both in Sports Nutrition and in other SPS courses.
Example 3:
G7 Q2- Exercise Physiology and Methods of Conditioning: Explain the principles of exercise training

The competency is essential for learning to be successful particularly in the course Exercise Physiology and Methods of Conditioning.

Other samples of MELCs:

RETAINED LCs from the SPS CG (Psychosocial) / Included in the MELCs
Enumerate sources of stress and anxiety (in sports and in life/general) -
SPS_P/SB9-I-IV-51
Justification
These learning competencies meet the endurance criterion where learner-
athletes will be able to cope with stress and anxiety while performing and
participating in sports activities. These likewise contribute to life-long
learning.

Examine one’s sources of stress and anxiety in sports and in life -

SPS_P/BS9-I-IV-56

DROPPED LC from the SPS CG (Sports Injuries) Justification

Recognize the comprehensive rehabilitations services needed for sports The learning competency is subsumed in the retained learning
specific injury- SPS_SI10-IIIa-18 competencies.
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How to Use the MELCs

The MELCs for the SPS represent the standard competencies that will be assessed as to whether the learners have demonstrated acquisition and mastery.
Given the nature of the MELCs, the teacher is advised to re-teach certain competencies to support learning achievement. Teachers must carefully monitor
the progress of their learners relative to the standard competencies and intervene or remediate if learners are having difficulty attaining them.

The curriculum is spiral; hence, the course for Quarter 1 is Biomechanics and Movement Patterns, Quarter 2 is Exercise Physiology and Methods of
Conditioning, Quarter 3 is Sports Injuries, Quarter 4 is Sports Nutrition while Psychosocial or Behavioral Skills are integrated during practicum sessions. It is
also recommended that the teacher unpack the MELCs into more specific learning competencies as provided in the curriculum guide for the SPS.

Below are some samples of the MELCs that are unpacked:

Grade Level /Quarter/Course Title MELCs Sub-competencies

G7/Q3/Sports Injury
G8/Q1/Biomechanics and Movement
Patterns
G8/Q4/Sports Nutrition
Applies decision-making skills in giving first
aid to a victim of accident
Performs and evaluates one’s balance, agility,
speed and power using different methods of
testing
Evaluates meal planning for endurance and
power sports
• Compares the effects of acute injury from chronic injury
• Prepares creative presentation on how to recognize, evaluate
and prevent acute and chronic injury
• Creates creative presentation in recognizing, evaluating and
preventing acute and chronic injuries
• Differentiates the quality and quantity of measuring human
motion
• Evaluates the movements applied for motion, resistance,
momentum and friction
• Distinguishes facts from myths of nutrient intake for
endurance and power sports
• Formulates personal goals and nutritional strategy for
adequate nutrition
• Demonstrates ability to make informed choices as a consumer
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The teacher may consider more sub competencies depending on the needs of learners. Teachers are given the leeway to formulate learning objectives
deemed necessary for their students’ development as long as they adhere to the existing curriculum standards prescribed by the Department of Education
as indicated in the curriculum guide for the SPS.

E. Special Program in Technical-Vocational Education (SPTVE)

About the Process

During this public health crisis, technical and vocational education remains relevant as it serves as the fundamental key to national economic development.
Thus, the MELCs focus on the development of core skills and competencies that are relevant and necessary for survival and livelihood. These are the
required building blocks in order for the learner to progress to the next level even in a new normal situation.

The SPTVE MELCs are aligned to the content and performance standards of the curriculum which are based on the minimum industry requirements and
TESDA-promulgated Training Regulations. Embedded in these standards are the units of competencies that describe the knowledge, skills, and attitudes
that a person needs in order to carry out a particular job or activity and at the level of performance required. Competencies generally specify minimum
standards and the conditions in which they should be applied (See ILO: Making Full Use of Competency Standards: A Handbook for Governments,
Employers, Workers and Training Organizations). The 21st century skills, such as communication, collaboration and teamwork, critical thinking and problem
solving, learning and innovation, occupational health and safety, life-long learning and career skills, information management (including ICT), environmental
literacy, and entrepreneurship, as promulgated by the TESDA Board, form part of the SPTVE curriculum.

Since the SPTVE curriculum sets the minimum standards for a specialization, 84% of its learning competencies are retained. The 16% of its competencies are
either clustered or merged since these are found to be redundant or can be subsumed in a higher learning competency.

The MELCs do not replace the existing curriculum of the program, but these are lifted and simplified for use only in this particular school year 2020-2021.
These are identified based on the units of competencies needed to achieve a specialization and the Learning Outcomes (LOs) that provide the specific tasks
or activities, which are achievable and measurable within a given duration.

Examples:

Action Taken Curriculum Guide MELCs Justification

Learning Competencies
MERGED LO 1. Perform estimation The learner performs Same sets of skills
1.1 Identify job requirements from written or oral communications estimation and basic workplace are required to do
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1.2 Estimate quantities and resources and time required to complete a task calculation the tasks.
1.3 Calculate the duration of work completion
1.4 Report the estimated materials and resources to appropriate person

LO 2. Perform basic workplace calculation

2.1 Identify calculations to be made according to the job requirement
2.2 Identify correct methods of calculation
2.3 Ascertain systems and units of measurement to be followed
2.4 Perform calculations needed to complete a task using the four basic
mathematical operations
2.5 Use fraction and percentage or mixed in calculating to complete the
instruction
2.6 Employ different techniques in checking accuracy of result
CLUSTERED AND LO 1. Enumerate the steps/ procedures in making the business legal The learner explains the steps/ The three learning
MERGED 1.1 Enumerate the steps/procedure in legalizing a business. procedures in making the outcomes can be
1.2 Explain the importance of registering the business with various business legal clustered into one
government offices. (1) learning
LO 2. Gather legal documents/forms pertaining to business/enterprise competency.
2.1 Obtain sample legal documents/forms required in legalizing a business in
your locality or community.
2.2 Fill out different required forms in legalizing a business.
LO 3. Explain the importance of registering the business to various
government offices
3.1 Identify different local and national government units relevant to
registering a business.
3.2 Determine the various benefits of a legal and registered business
venture.

The number of learning competencies and the number of MELCs per subject/specialization are summarized below:

Subjects/Specializations No. of LCs in CG No. of MELCs Percent (%) Retained

Exploratory 37 31 84%
Specializations (Common Competencies) 410 350 85%
Mandatory 57 42 74%
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Total 504 423 84%

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How to Use the MELCs

For SPTVE exploratory and mandatory subjects, the SPTVE MELCs shall be adopted by the SPTVE-implementing schools. On the other hand, the MELCs
provided for all the core academic subjects across grade levels, such as English, Science, Math, Filipino, Araling Panlipunan, and MAPEH will be adopted.

Given the nature of the MELCs, the teacher may need to re-teach certain competencies to support learning achievement. And since the MELCs are
characterized as broad stroke competencies, it is required for the teacher to unpack the MELCs into more specific learning competencies using the SPTVE
curriculum. Consider this example:

Grade Level/
MELC Duration Code Unpacked Competencies
Quarter
G8, Q4 The learner performs Weeks 3-4 SPTVE_AGRI8-PFWS- Display appropriate warning signs and labels in conspicuous
housekeeping IVc-d-15 places around the workplace
according to 5S Clean work area according to 5S principles
principles Check, clean, and stow away tools according to established
industry procedures and following user’s manual
Store materials following industry standard procedures and
manufacturer’s specifications
Check PPE for damage and ensure that clean and undamaged
equipment is properly stored
Perform record keeping according to industry requirements

The unpacked /sub-competencies listed are only some of the LCs subsumed in the sample MELC. The teacher may include more or less than those identified
depending on the needs of the learner. Teachers are given the leeway to formulate learning objectives deemed necessary for their students’ cognitive and
skills development as long as they adhere to the existing curriculum standards prescribed by the Department of Education as indicated in the curriculum
guides for the SPTVE.
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List of SPTVE Subjects/Specializations with MELCs by Grade Level

The DepEd Learning Continuity Plan (DO No. 12, s. 2020) sets the flexible teaching-learning delivery modes. The school may consider the resources available
at home or in the community in choosing what course to offer. As most of the SPTVE specializations require face-to-face learning and need critical
resources, such as machineries, tools, equipment, facilities, and other learning requirements, the TEACHERS may adapt/adopt any related or proposed
activities for the attainment of competencies.

This matrix indicates the SPTVE subjects and specializations with available MELCs.

Subjects/Specializations
Course Title
Grade 7 Grade 8 Grade 9 Grade 10
Mandatory Subjects Technical Drawing Technical Drawing Entrepreneurship Entrepreneurship
Specializations
Beauty Care & Wellness Massage Common
Garments Common
Cookery Common
Domestic Refrigeration and Air-conditioning
Common
(DomRAC) Servicing
Computer System Servicing Common
Exploratory –
Building Construction
Introduction to SPTVE Common
Furniture and Cabinet Making
Courses
Automotive Servicing Common
Shielded Metal Arc Welding Common
Electrical Installation and Maintenance
Common
Electronic Products Assembly and Servicing
Common and Poultry
Animals Production Technology
Production
Agricultural Crops Production Technology Common
Fishery Common
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Conditions in Using the MELCs

For all grade levels:

1. The delivery of the SPTVE MELCs shall be based on DepEd Order No. 12, s. 2020 – Adoption of the Basic Education Learning Continuity Plan for School
Year 2020-2021 in light of the COVID-19 Public Health Emergency; DepEd Order No. 7, s. 2020 – School Calendar and Activities for School Year 2020-
2021; and DepEd Order No. 8, s. 2020 – Guidelines on Enrollment for School Year 2020-2021 in the Context of the Public Health Emergency due to
COVID 19.
2. The school shall identify appropriate delivery modalities in the implementation of the SPTVE MELCs.
3. While the MELCs set the minimum standards, the school may contextualize the activities in order to attain the unit of competencies.
4. The school shall get the approval of the division/region on the MELCs particularly for the course that will be adopted including its corresponding
delivery modes. This will form part of the Learning Continuity Plan (LCP) of the school.
5. The MELCs of mandatory subjects: Technical Drawing and Entrepreneurship shall be adopted and implemented by all SPTVE-implementing schools.
Technical Drawing shall be taken from Grades 7 to 8 while Entrepreneurship shall be taken from Grades 9 to 10.

For Grade 7:
6. The MELCs of Exploratory Subject shall be taken by all Grade 7 learners. The competencies include understanding of the theories and principles in the
different industry sectors and performing some of the basic trade skills to orient the learners on various specializations and guide them on which
specialization to take in Grade 8.

For Grade 8:
7. The Common MELCs of specializations shall be taken in Grade 8.

For Grades 9 and 10:

8. Since the SPTVE specializations are based on the competency standards under the TESDA Training Regulations, there will be no MELCs for Grades 9 and
10. The SPTVE implementing schools are encouraged to offer options or course selections that are viable for distance learning as health and safety of
both teachers and learners are the utmost priority. For the suggested project-based learning activities for Grades 9 and 10, see Annex B.
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Annex A
Guidelines on the Identification of the MELCs for the Special Science Program (SSP)

The identification of the Most Essential Learning Competencies uses the Endurance criterion. Enduring competencies are those that remain with learners
long after a test is completed (Reeves, 2002) or is useful beyond a single test or unit of study (Many & Horrell, 2014). These are the competencies that
greatly contribute to life-long learning and are pre-requisite skills to the next great level.

In identifying the MELCS, it is best to start by identifying the essential learning competencies. The essential LCs are aligned with the national and/or local
standards, connect the content areas to higher concepts across content areas, and are applicable to real-life situations. They are also important such that if
the learner left school at this grade, it would be important for them to have this competence above many others, and it would not be expected that the
learner would learn this through their parents or from the community.

The table below illustrates the trimming down of the LCs in Science Grade 5 3 rd Quarter.

Learning Competency Decision Point

Describe the motion of an object by tracing and measuring its
change in position (distance travelled) over a period of time
Use appropriate measuring tools and correct standard units
Discuss why some materials are good conductors of heat and
electricity
Infer how black and colored objects affect the ability to absorb
heat
Relate the ability of the material to block, absorb or transmit light
to its use
Infer the conditions necessary to make a bulb light up
Enduring. The skills involved are a pre-requisite to understanding lessons in the next
grade level.
Dropped. This is due to the repetition of topics and concepts learned in
Mathematics Grades 3 and 4.
Enduring. It connects to real life and the concept involved can be applied to
practical use.
Dropped. The concept can be learned through experience, e.g., wearing dark
colored clothes during summer makes you feel hot and sweaty.
Enduring. The concept involved is a pre-requisite to the understanding of the
behavior of electromagnetic waves which will be discussed in the upper grades.
Enduring. The LC represents design of a scientific experiment, a skill which is very
important in science.
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Examination of learning competencies leading to the identification of the MELCs is also exemplified in the Math Curriculum. Here are some examples from
Grade 6- 2nd Quarter.

Learning Competency Decision Point

26. expresses one value as a fraction of another given their ratio Enduring. This is a pre-requisite skill in understanding the concept and in solving
and vice versa. problems involving ratio and proportion.
27. finds how many times one value is as large as another given
Dropped. This competency is subsumed in LC 28.
their ratio and vice versa.
Enduring. The use of concrete and pictorial models is essential to better understand
28. defines and illustrates the meaning of ratio and proportion
the concept of ratio and proportions as there are competencies related to fractions,
using concrete or pictorial models.
percent, percentage, and algebraic manipulations that stemmed from this.
29. sets up proportions for groups of objects or numbers and for
Dropped. This LC is also subsumed in LC 28.
given situations.
Enduring. The competency is a pre-requisite skill for solving word problems
30. finds a missing term in a proportion (direct, inverse, and
involving proportions, and in other real-life applications such as measurements of
partitive).
ingredients in a certain recipe for cooking or in determining the number of supplies
needed in a disaster-related relief operation.
31. solves problems involving direct proportion, partitive
Enduring. The LC provides the learner real world context of proportions and its
proportion, and inverse proportion in different contexts such as
application to real-life situations. Furthermore, this enhances the learner’s problem
distance, rate, and time using appropriate strategies and tools.
solving and critical thinking skills.
32. creates problems involving ratio and proportion, with
Dropped. This LC does not meet the endurance criterion and is more of a teacher’s
reasonable answers.
action rather than the learner’s.

The idea of determining the MELCS is not only trimming down the LCs, but determining also if there are duplications of LCs in other learning areas,
redundancy, or inappropriateness in the grade level. Nevertheless, with the expected reduction of contact hours this school year, it is prudent to determine
the MELCs with the intention of which skill is best needed by the learners.
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Annex B
Suggested SPTVE Project-based Learning Activities (for Grades 9 and 10)

Given the government’s strict enforcement on physical distancing, remote learning becomes part of the new normal. And this modality, once considered an
alternative option, becomes mandatory in this time of pandemic.

Thus, the SPTVE MELCs provide the standards leading to specializations that can be done by learners remotely, with or without technology. It is important
for teachers to design project-based learning activities aligned to specific specializations to ensure that learning still happens even at home, allowing the
learners to do the tasks independently or with minimal help from parents or guardians. Learners are expected to produce tangible outputs to demonstrate
their skills.

Here are some suggested project-based learning activities:

Area Suggested Project-based Learning Activities

 Identify and explain the purpose and features of the different learning apps developed during the pandemic
 Create and manage a YouTube channel for learning purposes
ICT
 Design an infographic to create awareness and help local businesses increase environmental sustainability (e.g.,
reduce waste)

 Design a community alert system during flood, typhoon, earthquake, emergency crisis
 Perform an analysis on the impact of local industries–or lack thereof–on a community
Arts and Trades
 Design a pagoda (gazebo) for the community
 Design functional workspaces for work-from-home setups

Agri-Fishery Arts
 Plant and manage a home garden to feed disadvantaged people
 Raise and manage backyard chicken, swine
 Raise and manage fish/seaweed production
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 Design a week menu for the hospitals, quarantine areas

 Design PPE for government workers, commuters
 Create an original recipe using available products in the community
 Prepare a business proposal for beauty care and wellness services
 Prepare a nutritious full meal consisting of appetizer, soup, salad, and the main course
Home Economics
 Prepare steamed breads, sweets, and petit fours
 Design sleeping garments, ladies’ skirt, blouse, trousers, and men’s wear
 Design fashionable face masks (tribal/ethnic style)
 Demonstrate skirting and napkin folding
 Perform processing of food available in the locality by salting, curing, fermentation, pickling, or by sugar

 Perform a cause-effect analysis on community quarantine (or any self-selected topic)

Others
 Redesign one’s own community to reduce the need for gas-fueled vehicles