MODULE - 1

BASIC EDUCATION LEARNING

COMPETENCIES AND
INTEGRATION OF MORAL
GOVERNANCE
MODULE - 1
 As teachers, we believe that a curriculum:

 includes all the learning experiences provided for

the students, i.e. expected learning competencies,
teaching strategies, learning resources and
MODULE - 1

environment, assessment/evaluation techniques

and various support systems provided;

 is a set out of outcomes describing the

“knowledge/understanding, skills and values” that
students are expected to acquire as a result of their
curriculum experiences; and

 is effective if schools (and teachers) should create

a supportive learning environment and classroom
practices that provide opportunities to achieve
expected learning outcomes and bring out values
from within the learners
Objectives of MODULE 1
1. Develop one’s competency in
curriculum planning;

2. Exhibit skill in planning for a lesson

or making a performance task
based on a target learning
competency with the integration of
moral governance.
 
Topics for MODULE 1 Topic One:
Department of Education’s Curriculum
Framework and Competencies (2016)

Topic Two:
Most Essential Competencies 2020
(Decongesting the Curriculum Guide)

Topic Three:
Integrating Moral Governance and Peace Values
across the curriculum and/or the MELCs
TOPIC 1-ACTIVITY 1 “Picture a Moro Learner”
Activity 1 – Picture a Moro Learner
 
Based on the K to 12 curriculum framework and
philosophy you are oriented with, complete the given
illustration as instructed:
 
Describe a 21st century Filipino-Moro learner in terms of:

 
a. expected cognitive traits (circle), psychomotor
capacities (diagonals) and affective domain (triangle);
b. specific attributes you envision a Moro learner (right
outside the figures);
c. teaching-learning principles and practices to develop
these attributes (on both sides of the figure)
 “Picture a Moro Learner”
• Analytic
• Reasoning skills
TOPIC 1-ACTIVITY 1

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• God-fearing
• Honest
• Just
• Peace-loving

Processing: Are these expected traits and capacities

consistent with the present learners you are handling in
your specific teaching assignments? If yes, how do your
deliver as a teacher? If not, how do your address the
gaps?
 1. Giving of clear, explanatory and
TOPIC 1-ACTIVITY 2 timely feedback

2. Consistently nurturing positive

relationships

  3. Providing a high level of student

support

As a DepEd teacher, recall a list of teaching-learning principles you have

upheld in implementing the DepEd Basic Education Curriculum. Specify
principles that you have always believed in, not only to make your students
intellectual and skillful learners but to make them morally responsible and
peace-loving citizens, whose behavior manifests devotion, honesty, justice,
and integrity.
K to 12 Philippine BEd Framework
K to 12 Philippine BEd Framework
K to 12 Philippine BEd Framework
 “We dream of Filipinos, who
passionately love their country
and whose values and
competencies enable them to
realize their full potential and
contribute meaningfully to
building the nation.”
 CONTENT STANDARDS
 Broad statements that describe specific content areas
that groups of students should learn at each grade level.
They define the knowledge within each discipline

GRADE 2 ENGLISH
ORAL LANGUAGE - demonstrates understanding of
familiar words used to communicate personal experiences,
ideas, thoughts, actions, and feelings
GRAMMAR - demonstrates understanding of concepts
of nouns and adjectives for identification and description
VOCABULARY - demonstrates understanding of word
meaning for correct usage

 Basis in constructing the test questions for Unit Tests

and Quarterly Assessments (examinations)
 PERFORMANCE STANDARDS
 Expectations for instruction, assessment, and student work
 define the level of work that demonstrates achievement of
the standards.
 identify skills needed for problem-solving, reasoning,
communicating, and making connections with other
information.
 Basis to construct the Performance Tasks

GRADE 2 ENGLISH

ORAL LANGUAGE - Shares/express personal ideas,

thoughts, actions, and feelings using familiar words
GRAMMAR - correctly names people, objects, places and
things through theme-based activities
VOCABULARY - correctly uses familiar words in speaking
activities
 
TOPIC 1-ACTIVITY 3 APPLICATION

ACTIVITY 3 – PLANNING

CONTENT AND PERFORMANCE STANDARDS

 
Subject____________________ Grade Level_________
Lesson ____________________
 
Content Standard:
_______________________________________________________________________
________________________________________________________________________
__________________
Sample Quarterly Assessment Questions
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________
Subject: ENGLISH Grade Level: ONE
Lesson: VERBS and SIMPLE SENTENCE
 
Content Standard: The learner demonstrates understanding of literary concepts for appreciation
of literacy-related activities/tasks.

Target Most Essential Learning Competencies:

• Recognize common action words in stories listened to (EN1G-IVa-e-3.4)
• Recognize sentences and non-sentences (EN1G-IIIa-1.1)
• Listen to short stories/poems and give the correct sequence of three events (EN1LC-IIIa-j- 1.1)
The learner demonstrates
understanding of literary concepts for
appreciation of literacy-related
activities/tasks.
Recognize common action words in
stories listened to (EN1G-IVa-e-3.4)
Recognize sentences and non-
sentences (EN1G-IIIa-1.1)
Listen to short stories/poems and give
the correct sequence of three events
(EN1LC-IIIa-j- 1.1)
Sample Quarterly Assessment Questions:
Part 1. Listen to the nursery rhyme, and then answer the questions
below.
1. What did Humpty Dumpty do on a wall? (Answer: He sat.)
2. Which among the following words is an action word?
Part 2. Write S if the clause is a SENTENCE. If it is NOT a sentence, write
NS.
_____1. Humpty Dumpty sat on the wall.
_____2. Humpty Dumpty had a great fall.
_____3. All the king’s horses and all the king’s men
Part 3. Arrange the following events in correct order.
_____ Humpty Dumpty had a great fall.
_____ All the king’s horses and all the king’s men
_____ Humpty Dumpty had a great fall.
_____ Couldn’t put Humpty together again.
TOPIC 2 - ACTIVITY 1
Activity 1
Most Essential or Not Most Essential?

The following are curriculum competencies

from the CG 2016 in different learning areas
and grade level. Without looking at the
MELCs 2020 Guide, identify which are most
essential (√) or not most essential (X). Write
the symbol before each statement of
competency.
 _____1. English Grade 1 – Talk about one’s personal experiences pertaining
TOPIC 2 - ACTIVITY 1 to the family, one’s pets, and personal experiences.

_____2. Filipino Grade 3 - Nagagamit ang pangngalan sa pagsasalaysay

tungkol sa mga tao, lugar at bagay sa paligid.

_____3. Mathematics Grade 2 – Groups objects in ones, tens, and hundreds.

_____4. Science Grade 3 - Identify the basic needs of humans, plants and
animals such as air, food, water, and shelte r

_____5. Araling Panlipunan Grade 1-Naipaliliwanag ang konsepto ng pamilya

batay sa bumubuo nito (ie. two- parent family, single-parent family, extended
family).

_____6. English Grade 1 - Recognize sentences and non-sentences.

 “SHOUT OUT” 
TOPIC 2 – ACTIVITY 2 Activity 2 “SHOUT OUT”
 
List down your personal insights about the
development and use of MELCs in the
teaching-learning set up (distance learning
mode) i.e. in the preparation of Learning
Activity Sheets (LAS), Self-Learning Modules
(SLM) and other instructional resources and
materials.
TOPIC 2 – ACTIVITY 2
Focused

Attainable

Unrealistic Overwhelmin
g
 Essential learning competencies are defined as what the
students need, considered indispensable, in the teaching-learning
process to building skills that equip learners for subsequent grade
levels and consequently, for lifelong learning.
MELCs 2020

A learning competency is ESSENTIAL if: (a) it is aligned

with national, state, and/or local standards/ frameworks; (b)
it connects the content to higher concepts across content
areas; (c) it is applicable to real-life situations.
 The MELCs is part of the DepEd’s response to “develop
resilient education systems, especially during emergencies.”
The MELCs will also enable DepEd to “focus instruction” on
the most essential and indispensable competencies.
MELCs 2020

As part of DepEd’s Learning Continuity Plan, the K to 12

curriculum has been streamlined to 5,689 MELCs from the
original 14,171, or a reduction by 60 percent to address
curriculum review finding of “congestion and overlaps.” These
essential learning competencies, refer to the “knowledge,
understanding, skills, and attitudes that students need to
demonstrate in every lesson and/or learning activity.”
TOPIC 2 – ACTIVITY 3 Activity 3 PLANNING FOR INSTRUCTION
USING THE MELCs 2020
 
 PLANNING FOR INSTRUCTION USING THE
MELCs 2020
Subject: PAGPAPAUNLAD SA KAKAYAHANG SOSYO-EMOSYUNAL (SE)
Grade Level: KINDERGARTEN Quarter: 1ST

Content Standards:
Ang bata ay nagkakaroon ng pag- unawa sa sariling ugali at damdamin.

Performance Standards:
Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin
at pag-uugali, gumawa ng desisyon at magtagumpay sa kanyang mga gawain.
CG 2016 MELCS 2020
TOPIC(S): Pagkilala ng Sarili at Pagpapahayag ng Sariling Emosyon (PSE)

ASSESSMENT TASKS: (Pagpapakilala)

PANUTO: Ipakilala ang sarili sa harap ng kapwa mag-aaral gamit ang wikang Filipino.
(Halimbawa: Ako si Juan Dela Cruz. Ako ay isang lalaki. Ako ay limang taong gulang
na. Ako ay isinilang sa lungsod ng Cotabato.)

CRITERIA:
• Kakayahang magpakilala: 10 points
• Kumpletong impormasyon tungkol sa sarili: 10 points
• Kumpyansa sa sarili: 5 points

LEARNING ACTIVITIES:
• Pagsulat ng pangalan at apelyido
• Pagbilang ng edad o gulang
• Pagkilala ng kasarian
TOPIC 3 – ACTIVITY 1 INTEGRATING MORAL GOVERNANCE

Activity 1 “THINK PEACE”

 
Think of a classroom conflict that involves a problematic
encounter with a student or group of students and was resolved
peacefully.

Processing: How was it resolved? What transforming ways

did you make? What values did were imbibed or exuded
(expressed or infused) when making decisions and solving
the problem?
TOPIC 3 – ACTIVITY 1
TOPIC 3 – ACTIVITY 2 Activity 2 PEACE IN ACTION
 
What are rules and practices have you observed that
manifest dedication, devotion, honesty, justice,
accountability and integrity among them?
 
These tasks and activities could have been regularly
conducted in the classroom or have been observed
from other classes.
 
Can you add more teaching practices and classroom
events that provide venues manifest the same or
related values?
TOPIC 3 – ACTIVITY 2 Activity 2 PEACE IN ACTION
 
• Organizing pupils in an assembly
• Choosing class officers and giving their
tasks and duties
• Making sure that the cleaners of the day
do their duties
• Giving quizzes, tasks and assignments
• Mentoring learners with academic
deficiencies
MORAL GOVERNANCE
MORAL GOVERNANCE How do you cascade these values of
dedication, devotion, honesty, justice,
accountability and integrity among your
learners when teaching them with the required
or minimum learning competencies? Can you
recall learning activities you have conducted in
the classroom that emphasize these moral
principles and values?
MORAL GOVERNANCE When every aspect of the
teaching cycle contributes to the
development of these moral
principles in the values system of
a learner, “that they are taught
through both content transmission
and experience (Statement of
Values, 2000),” it is not impossible
that this child commits to imbibe
such moral values in his or her
relations with others, in disposing
his or her responsibilities, when
making decisions
and resolving conflicts.
MORAL GOVERNANCE Schools can
become learning
communities that
provide a foundation
on which children
can identify the
essence of being a
moral human.
 MORAL GOVERNANCE
MORAL GOVERNANCE
 people learn to develop a culture of
peace
 a way of life and mode of behavior
through which people exhibit the
values of dedication, devotion,
honesty, justice, integrity and
accountability
 refusal of the existence of violence
 the prevention of violence and
resolving of conflict through
dialogue and negotiation.
 When all these values and
MORAL GOVERNANCE principles are instilled in an
individual, with the
development of inner peace,
and nurturing attitudes that
promote the expansion and
integration of peaceful
principles, this shall lead to
the transformation of his or
her behavior and eventually
of the institutional practices
as well (Chowdhury, 2009).
 Education plays a key-role in the process of instilling the
MORAL GOVERNANCE values of moral governance among our future leaders and
public servants.

With a consistent framework and mindset from the primary

years of schooling throughout the years of preparation for
professional career, the fundamentals of moral and good
governance such as accountability, transparency, justice and
equity, dedication and devotion, honesty, integrity can become
the guiding principles of the person.

Thus, this can become one of the core

considerations for teachers’ curriculum planning
and teaching to provide learners with enabling
opportunities that would engage them in
worthwhile learning activities and tasks infused
with moral governance.
TOPIC 3 – ACTIVITY 3

PLANNING FOR THE

LESSON with the
INTEGRATION OF MORAL
GOVERNANCE VALUES
Module 2: Virtual Nov 22 10am-
12nn
Module 3: FtF Nov 28 10am-12nn
Module 4: Virtual Dec 6, 10am-
12nn
Module 5: Virtual Dec 13, 10am-
12nn
Module 6: FtF Dec 19, 10am-12nn