STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVE:

By the end of this Module, you will be able to:

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

ESTIMATED TIME REQUIRED

3 hours

RODEL M. EDAR
Teacher I

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF 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 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?

 The crisis brought by the pandemic posted a lot of challenges specially in the continuity of education for
children. This brings a big challenge to the Department of Education to conduct education in this new normal
situation. As a teacher, I believe that narrowing down the learning competencies has become a huge factor
in order to deliver only the most essential in this time of pandemic. However, one of the major concerns to
ensure that learning continues is the implementation process itself. Given the shortage of resources, schools,
teachers, and the community itself must find a means to bridge the gap.
One of 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. These 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 especially the LGU.

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 because 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, teachers find it hard and time consuming to teach all these competencies which
seem to be repetitive and redundant resulting to poor performance of the learners as well as the teachers
which hinders our goals. Students can’t cope up with the content standard and 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 general purpose of the MELCs is to serves as a guide for teachers on what particular competencies to
teach accordingly. And to its specific purpose, MELCS were done because we are in the new normal, we have
shorter school year so for me the specific purpose of this is to meet the competencies or all the curriculum
without compromising the curriculum standards.
The MELC is also developed to allow students to study based on their abilities to learn skills or competencies
at their own pace. This method is tailored to meet different learning levels that can lead to efficient learning
outcomes through alternative learning delivery modalities.

2. How does curriculum review aid in the identification of essential learning competencies?
 The review covered the following:
 Mapping the essential and desirable learning competencies within the curriculum.
 Identification of the prerequisite knowledge and skills needed to prepare students for essential
learning competencies and;
 Analysis of 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?
 Essential learning competencies were defined as what the students need, considered indispensable in the
teaching-learning process to build skills, to equip learners for the 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?

 Learning competencies are identified by knowing the following characteristics.

 it is aligned with national, state, and/or local standards/ frameworks (e.g., scientifically-literate
Filipinos)
 it connects the content to higher concepts across content areas
 it is applicable to real-life situations
 it would be important for students to acquire the competency after s/he left that particular grade
level
 it would not be expected that most students would learn this through their parents/communities if
not taught at school.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
 MELCS serves as a teachers’ guide in preparing our lesson (weekly home learning plan) and instructional
materials (Self- Learning Modules). MELCs also 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 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.
GRADE 10-ARALING K TO 12 LEARNING
MELCS
PANLIPUNAN COMPETENCIES
MERGED/CLUSTERE Naipaliliwanag ang konsepto ng Nasusuri ang kahalagahan ng pag-aaral ng
D Konteporaryong Isyu AP10IPE-Ia-1 Kontemporaryong Isyu
Nasusuri ang kahalagahan ng pagiging mulat
sa mga kontemporaryong isyu sa lipunan at
daigdig AP10IPE-Ia-2

Naipaliliwanag ang iba’t ibang uri ng Natatalakay ang kalagayan, suliranin at

kalamidad na nararanasan sa komunidad at pagtugon sa isyung pangkapaligiran ng
sa bansa AP10IPE-Ib-3 Pilipinas
Naiuugnay ang gawain at desisyon ng tao sa
pagkakaroon ng mga kalamidad AP10IPE-Ib-
4

Nasusuri ang kahalagahan ng kahandaan,

Napahahalagahan ang pagkakaroon ng disiplina at kooperasyon sa pagtugon ng
disiplina at kooperasyon sa pagitan ng mga mga hamong pangkapaligiran
mamamayan at pamahalaan sa panahon ng
kalamidad AP10IPE-Ic-7
Napahahalagahan ang pagkakaroon ng
disiplina at kooperasyon sa pagitan ng mga
mamamayan at pamahalaan sa panahon ng
 kalamidad AP10IPE-Ic-8

Naisasagawa ang mga angkop na hakbang

Natatalakay ang iba’t ibang programa, ng CBDRRM Plan
polisiya, at patakaran ng pamahalaan at ng
mga pandaidigang samahan tungkol sa
Climate Change AP10IPE-Id-9
Natatalakay ang mga hakbang ng
pamahalaan sa pagharap sa mga sulliraning
pangkapaligiran sa sariling pamayanan
AP10IPE-Ie-12

Natutukoy ang mga paghahanda na Natutukoy ang mga paghahandang

nararapat gawin sa harap ng mga kalamidad nararapat gawin sa harap ng panganib na
RETAINED AP10IPE-Ib-5 dulot ng mga suliraning pangkapaligiran

Naipaliliwanag ang konsepto ng

Konteporaryong Isyu P10IPE-Ia-1

Nasusuri ang kahalagahan ng pagiging mulat

sa mga kontemporaryong isyu sa lipunan at
daigdig AP10IPE-Ia-2

Natutukoy ang mga ahensiya ng pamahalaan

na responsable sa kaligtasan ng mamamayan
sa panahon ng kalamidad
AP10IPE-Ic-6

DROPPED Natataya ang epekto ng Climate Change sa

kapaligiran, lipunan, at kabuhayan ng tao sa
bansa at sa daigdig AP10IPE-Id-10

Natutukoy ang mga suliraning

pangkapaligiran na nararanasan sa sariling
pamayanan AP10IPE-Ie-11

Nakagagawa ng case study tungkol sa sanhi

at epekto ng mga suliraning pangkapaligiran
na nararanasan sa sariling pamayanan
AP10IPE-If-13

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.
Question about MELCs that Your insights shared Insights shared by your co-
need(s) clarification teacher
Naisasagawa ang mga angkop na  The students may get  Some students will be having
hakbang ng CBDRRM Plan (Week knowledge and ideas a hard time to accomplish
7-8) through extensive this competency because of
 How can the students get readings (books, lack of sources and internet
involved in the connectivity.
newspapers, articles. Etc.)
assessment of CBDRRM and watch videos about it
and CBDRRM advocacy on TV and internet.
without the proper
guidance of the well-
trained personnel
especially the one from
the local government
unit who regularly
conducts drills in the
school and community?
 How can the students
gather sensible
knowledge about it
without the help of well-
trained professionals
through activities such as
emergency drills in
school and community?

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 unpacked MELCS to help us systematize learning activities and effectively address the varying
needs of learners and the challenges of instructional deliveries. By unpacking and combining the MELCs, we
now have a clear path forward. This gives up a deeper understanding on how these MELCs are selected. It
will be much helpful for us to plan on how are we going to implement our LCP more efficiently.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
 In unpacking MELCs we must consider the following:
-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.
-Prerequisite knowledge and skills - curriculum objective must be hierarchy. Mastering Fundamental
knowledge Is a must before going to the other level of learning.
-Logical sequence of learning objectives - We can’t give a better learning idea to our students if our objective
is not logically sequenced. Planning what are the most important objective is key frame in achieving better
understanding of our learners.

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

  The teacher may unpack or combine the MELCS depending on the sequence of the lesson, the progress and
needs of learners as long as the content and standard will be achieved. It is highly encouraged to unpack the
curriculum standards into learning objectives through the MELCs in order to systematize learning activities
and effectively address the varying needs of learners and the challenges of instructional deliveries. 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.

ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective learning
area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack these into
learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of their choice.
Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the synthesis of the
presentations in your Study Notebook.

 Unpacking MELCs-Grade 10(Araling Panlipunan)/1st Quarter

Most Essential Learning Competencies Learning Objectives
Nasusuri ang kahalagahan ng pag-aaral ng  Naipaliliwanag ang konsepto ng
Kontemporaryong Isyu Konteporaryong Isyu .
 Nasusuri ang kahalagahan ng pagiging mulat
sa mga kontemporaryong isyu sa lipunan at
daigdig.

Natatalakay ang kalagayan, suliranin at pagtugon sa  Naipaliliwanag ang iba’t ibang uri ng
isyung pangkapaligiran ng Pilipinas kalamidad na nararanasan sa komunidad at
sa bansa.
 Naiuugnay ang gawain at desisyon ng tao sa
pagkakaroon ng mga kalamidad.
Nasusuri ang kahalagahan ng kahandaan, disiplina  Napahahalagahan ang pagkakaroon ng
at kooperasyon sa pagtugon ng mga hamong disiplina at kooperasyon sa pagitan ng mga
pangkapaligiran mamamayan at pamahalaan sa panahon ng
kalamidad.
 Napahahalagahan ang pagkakaroon ng
disiplina at kooperasyon sa pagitan ng mga
mamamayan at pamahalaan sa panahon ng
kalamidad.
Naisasagawa ang mga angkop na hakbang ng  Natatalakay ang iba’t ibang programa,
CBDRRM Plan polisiya, at patakaran ng pamahalaan at ng
mga pandaidigang samahan tungkol sa
Climate Change
 Natatalakay ang mga hakbang ng pamahalaan
sa pagharap sa mga sulliraning
pangkapaligiran sa sariling pamayanan

 Combining MELCs-Grade 10(Araling Panlipunan)/1st Quarter

Quarte Content Standards Performance Most Essential Learning Duration
 r Standards Competencies

Ang mag-aaral ay… Ang mag-aaral Nasusuri ang kahalagahan ng Week 1

ay may pag- unawa ay… pag-aaral ng Kontemporaryong
sa mga sanhi at nakabubuo ng Isyu
implikasyon ng mga angkop na Natatalakay ang kalagayan, Week 2-3
hamong plano sa suliranin at pagtugon sa isyung
pangkapaligiran pagtugon sa pangkapaligiran ng Pilipinas
First upang maging among Natutukoy ang mga Week 4
bahagi ng pagtugon pangkapaligiran paghahandang nararapat
na tungo sa gawin sa harap ng panganib na
makapagpapabuti pagpapabuti ng dulot ng mga suliraning
sa pamumuhay ng pamumuhay ng pangkapaligiran
tao. tao. Nasusuri ang kahalagahan ng Week 5-6
kahandaan, disiplina at
kooperasyon sa pagtugon ng
mga hamong pangkapaligiran
Naisasagawa ang mga angkop Week 7-8
na hakbang ng CBDRRM Plan

MELCS # MAJOR TOPIC/THEME

1 Kontemporaryong Isyu
2 and 3 Suliranin at Hamong Pangkapaligiran
4 and 5 Paghahandang Nararapat Gawin sa Harap ng
Panganib na Dulot ng mga Suliraning Pangkapaligiran

The combination of these MELCs do not affect the attainment of both the content and performance standards as
articulated in the said quarter.