LDM2 : The Most Essential

Learning Competencies (MELCs)

Lesson 2: Unpacking and

Combining the Most Essential
Learning Competencies (MELCs)
What is MELCs?
The Most Essential Learning Competencies
(MELCs) is a set of learning competencies identified
from the K to 12 Curriculum Content/Performance
Standards and Learning Competencies in order to
provide instructional space among field
partners/implementers to deliver quality instruction
amidst the limited learning modalities and shortening of
the school year.
There two ways which we
can use MELCs in the
development of learning
resources : Unpacking
and Combining
What is UNPACKING?
Unpacking is a technique teachers can use to
make sense of standards, and then create
focused learning targets to make them
actionable. This process is also called
“deconstructing” or “unwrapping of standards,
, fosters collaborative dialogue that supports
growth and effectiveness.
Why Unpack MELCs?
Unpacking the Most Essential Learning
Competencies (MELCs) is done in order to
systematize learning activities and effectively
address the varying needs of learners and the
challenges of instructional deliveries.
Why Unpack MELCs?
1. Serve as your guide in
lesson planning.
2. To make the learning
targets easier to achieve for
students.
How to Unpack MELCs?
The Most Essential Learning Competencies
(MELCs) is unpacked to form set of learning
objectives.
What are the considerations
in unpacking MELCs?
1. 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.
What are the considerations
in unpacking MELCs?
2. 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.
What are the considerations
in unpacking MELCs?
3. 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.
Steps in Unpacking
1. Identify the target and the pre-requisite skills.
2. Identify the content and pre-requisite skills.
LC-Analyze literature as a
means of valuing other peple
Learning Objectives:
1. List down the kinds of literature
2. Classify the kinds of literature
3. Interpret the message of the poem
4. Differentiate short story from other stories.
LC-Analyze literature as a
means of valuing other peple
Learning Objectives:
1. List down the kinds of literature(Remembering)
2. Classify the kinds of literature(Understanding)
3. Interpret the message of the poem(Applying)
4. Differentiate short story from other
stories(Analyzing)
Why Combining MELCs?
Combining the Most Essential Learning
Competencies (MELCs) is done in order to
observe efficiency in the development of learning
resources, which include but are not limited to
SLMs, textbooks, teacher’s guides, activity sheets,
and television and radio scripts.
Why Combining MELCs?
Since MELCs in each learning area are all
interrelated and anchored on the content and
performance standards, combining at least two
MELCs will allow teachers to effectively design
instructional resources without veering away from
the standards prescribed by the curriculum.
What are the considerations
in unpacking MELCs?
1. 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
What are the considerations
in unpacking MELCs?
2. 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.
To reiterate, MELCs are
NOT a departure from the
standards-based design
of the curriculum.
As seen in the tables, out of the six MELCs identified for Araling Panlipunan 1 Quarter 1, MELCs 1
& 2 and 3 & 4 are related and manifest a common content or topic: personal identity for the first
two and change and continuity for the latter. The combination of these MELCs do not affect the
attainment of both the content and performance standards as articulated in the said quarter.
Let’s proceed with our
Activities!