RACHEL

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1.
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 be addressed in order to ensure learning continuity? Cite a
specific example. Do you think these concerns could be solved by teachers alone? Why or why not?
Designing for Different Age Groups. Instructional design, course design and plans for support
must be aligned with the skill level of age groups. For example, those serving the elementary and
middle school levels might have to consider creating instructional materials for both students and
parents, while high school students are likely more capable independent learners.

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. If the learning competencies that students have to learn in a year are too many and
congested, it will affect their overall learning.
In addition, it will be difficult for students to achieve full learning especially now that the modular or
distance learning will be used where the students will study the lessons alone. Yes, teachers are there to
guide them, but teaching without face to face will cause confusion and difficulty for students to fully
learn.

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 MELCs is part of the department’s response to develop resilient education systems,
especially during this time of pandemic and will enable DepEd to focus instruction on the “most essential
and indispensable” competencies. It is an emergency measure to allow instruction amid challenging
circumstances to focus on the most essential learning and to ease the requirement for adapting
classroom-based learning resource for distance learning.

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

The review of MELCs focuses on articulation within and across learning areas to identify gaps, issues,
and concerns across and grade levels. The review covers the following:
 Mapping of essential and desirable learning competencies within the curriculum.
  Identification of pre-requisite knowledge and skills needed to prepare learners for essential
learning competencies.
 Analyses of interconnectedness of pre-requisite knowledge and skills among the learning
competencies for each subject area.

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

Essential learning competencies were defined as what the students need, considered
indispensable, in the teaching-learning process to building skills to equip learners for subsequent grade
levels and consequently, 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.

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

In determining the criteria for the selection of the most essential learning competencies, the
Department in consultation with stakeholders, during which the descriptor – ENDURANCE – was
considered the primary determining factor. 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 Department then identified the MELCs through the application
of these understandings. Necessary in the above process is the decision whether a learning competency
is to be retained, merged, dropped, or rephrased. As a general rule, a learning competency 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.

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

MELCs serve as one of the guides for teachers as they address the instructional needs of
learners while ensuring that curriculum standards are maintained and achieved.

ACTIVITY 3. Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding
list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy
and accomplish the following table in your Study Notebook and compare the two documents to
determine which learning competencies were retained, dropped, or merged.

K to 12 Learning MELCs
Competencies
Merged/Clustered Convert data to its equivalent Compute for required data.
unit of measurement
Retained Prepare electrical materials and Prepare Electrical materials and
tools for the task tools for the task.
Dropped Receive and inspect electrical
 supplies, materials and tools N/A

ACTIVITY 4. 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.

Insights shared in the discussion:

 Essential learning competencies were defined as what the students need, considered
indispensable, in the teaching-learning process to building skills to equip learners for
subsequent grade levels and consequently, 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.
 MELCs serve as one of the guides for teachers as they address the instructional needs of
learners while ensuring that curriculum standards are maintained and achieved.
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?

It is to 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 the MELCs into learning objectives, you need to consider the following:
 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.

 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.
 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.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

The MELCs could likewise be combined 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. 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. In combining MELCs, field implementers
should take note of the following criteria:
● 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.
● 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.