BUDGET OF WORKS

MOST ESSENTIAL
LEARNING
COMPETENCIES
 SUBJECT
OBJECTIVE:
Understand the context of the PIVOT BOW and
the Most Essential Learning Competencies or
MELC’S
 WHAT IS BUDGET OF
WORK OR BOW
IT IS A RESOURCE MATERIAL FOR TEACHING MULTI-
GRADE CLASSES THAT CONTAINS K TO 12 BASIC
EDUCATION CURRICULUM COMPETENCIES, SKILLS AND
OBJECTIVES, TOPICS FOR SPECIFIC SKILLS AND
COMPETENCIES; AND TEACHING STRATEGIES,
ACTIVITIES, AND TIME ALLOTMENT ARRANGED INTO
COLUMNS FOR EASY REFERENCE AND NOTATION.
 How to Use this BOW?
The flexibility of learning depends on the pacing of students and teachers, yet, this 40-days non-negotiable
instructional time per quarter will allow teachers to focus entirely in the delivery of learning for the MELC.
Anchored on the 2C2IR teaching-learning approaches, other appropriate teaching strategies or learning models
maybe used as necessary.
The PIVOT 4A BOW in Science is composed of four (4) columns. The first column is intended for the
Quarter; the second one is for the Most Essential Learning Competencies (MELC); the third for the Learning
Competencies; and the last one for the No. of Days Taught.
In using the PIVOT 4A BOW in Science, it is important to understand the figure above marked
by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Learning Competencies
D. Number of Days Taught
E. Enabling Competencies. These were taken from the K to 12 Curriculum Guide which
teachers shall use in bridging the lessons especially in reaching and targeting the Most
Essential Learning Competencies (MELC).
F. Most Essential Learning Competencies (MELC). In each PIVOT 4A BOW, the MELC is
symbolized or marked by numbers. These identified MELCs may be of the same variant of
the K to 12 LCs or enabling competencies. But in some cases, MELCs were produced by
merging/fusing some LCs or enabling competencies.
 WHAT IS MELC’S
The MELCs shall serve as the primary reference of all Schools, Schools Division Offices
(SDOs) and Regional Offices (ROs) in determining and implementing learning delivery
approaches that are suited to the local context and diversity of learners, while adapting to the
challenges posed by COVID – 19.
Most Essential Learning Competencies or MELC, according to DepEd, “are defined as what
the students need, considered indispensable, in the teaching-learning process to building skills
to equip learners for subsequent grade levels and subsequently, for lifelong learning. On the
other hand, desirable learning competencies were defined as what may enhance education but
may not be necessary in building foundational skills.”
 GUIDING OUR TEACHERS: A Briefer on Using the Science MELCs
The K to 12 Basic Education Curriculum is standards-based. The content standards cover a specified scope of
topics which sets the essential knowledge and understanding that must be learned. The performance standards
describe the abilities and skills that the learners are expected to demonstrate in relation to the content standards.
These standards are further represented as learning competencies which are the knowledge, skills and attitudes that
students need to demonstrate in every lesson or learning activity.
The current health crisis brought about by the CoViD-19 pandemic is considered as one of the greatest threats in the
Philippine basic education. The challenge to make Education relevant and responsive to the current situation is our
primary concern. With the expected decrease in the contact hours of teaching science brought by the change in
schedule of the school year, the Curriculum Standards Development Division of the Bureau of Curriculum
Development has identified learning competencies that are critical. These Most Essential Learning Competencies
(MELCs) were identified using the criterion Endurance. 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 and Horrell,
2014). They also refer to learning competencies which are essential in many professions and in everyday life.
To ensure continuity of the learning progression of our learners, it is important to make sure that learning
competencies needed in the understanding of succeeding concepts in the next grade level are prioritized. Over all, the
resulting list still captures the objective of the science program which is the development of scientifically,
technologically, and environmentally literate and productive members of society who manifest skills as a critical
problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and
effective communicators.
GRADE LEVEL: 3
SUBJECT:SCIENCE