MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs )

ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:

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
beaddressed in order to ensure learning continuity? Cite a specific example. Do
youthink these concerns could be solved by teachers alone? Why or why not?

With this global pandemic we have today, this make education for children more
difficult to achieve. This also brings a big challenge to the Department of education to
conduct education in this new normal situation. The best way to address the problem
is adapt this new normal learning by shifting to distance or modular learning. With
this strategy, we can ensure learning continuity. This concerns are not for teachers
alone but also with the collaboration of all the deped forces teaching and non-teaching
staff. And of course through parents’ learners and stake holders support.

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?

Yes, I agree, in the department of education several curriculums had been laid
and adapt for the purpose of achieving higher standard education and can produce a
globally competitive learner. But due to the congested curriculum we can’t achieve
our goals. Students can’t cope up with the content standard sometimes it takes time to
finish a full quarter subject with a limited time allotment.
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?

The Department of Education's Bureau of Curriculum Development

developed MELCs to cope with the drastic change in the educational atmosphere
due to Covid 19 pandemic. The focus of instruction was streamlined to the most
essential or the most indispensable learning competencies.

2. How does curriculum review aid in the identification of essential learning

competencies?

Curriculum review mapped the essential and desirable learning competencies

within the curriculum. It also led to the identification of gaps, issues, and concerns
within and across learning areas and grade levels. It helped in the identification of
areas for improvement that would enhance the learning engagement, experience, and
outcomes and consequently recommend solutions. In addition, it analyse the
interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.

3. What is the difference between essential learning competencies and desirable

learning competencies?

The difference between essential learning competencies and desirable that

the term essential refers to minimum qualifications that are necessary for a job,
while the term desirable refers to non-essential, but preferred qualifications.

4. How were the most essential learning competencies identified? What were the
decisions made in order to trim down the number of the essential
learningcompetencies further?

It is applicable to real-life situations

It would be important for students to acquire the competency after the learner left
that particular grade level.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

MELCS serves as a teacher guides in preparing our lesson (weekly home

learning plan) and instructional materials (Self- Learning Modules)
MELCs ensures delivery of quality instruction as it becomes the primary
reference 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.
ACTIVITY 3.

Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding
listof MELCs.Go to the sections of the curriculum guide and MELCs that are relevant to your
instructionalneeds. Copy and accomplish the following table in your Study Notebook and
comparethe two documents to determine which learning competencies were retained,
dropped, ormerged.
 K to 12 Learning MELC
Competencies

 
Merged/Clustered

 

Retained

Dropped 

ACTIVITY 4 AP2KOM Ia- 1

AP2KOM Ia- 1
In your LAC Session, discuss and share your answers to Activities 1-3 in this
lesson. 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 the insights shared in the discussion, including your
own, in your Study Notebook.

1. The teacher may unpacked or combined the MELCS depends on sequence of the
lesson, the progress and needs of learners as long as the content and standard will
be achieved.

2. Not all MELCs need to be combined if they are attainable in a certain period of
time.
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?

We need to unpack MELCS to help us systematize learning activities and

effectively address the varying needs of learners and the challenges of instructional
deliveries.
2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.

In unpacking MELCs we must consider the following:

A. Alignment on the Content and Performance Standards

- the MELCS are not departure from the standard-based design. We must
consider this to achieve a quality teaching output.

B. Prerequisite knowledge and skills

- curriculum objective must be hierarchy. Mastering Fundamental knowledge
Is a must before going to the other level of learning.

C. Logical sequence of learning objectives

- We can’t give a better learning ideas to our students if our objective
is not logical sequence. Planning what are the most important objective is key frame
in achieving better understanding of our learners.

Combining MELCs
A. 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.

B. 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?

The teacher may unpacked or combined the MELCS depends on sequence of

the lesson, the progress and needs of learners as long as the content and standard will
be achieved.