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

SHEILOU MAE B. TABUDLONG

TEACHER 1
LDM LAC GROUP 18

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?

We are living amidst what is potentially one of the greatest threats in our
lifetime to global education, a gigantic educational crisis. What should we be
worried about in this phase of the crisis that might have an immediate
impact on children and youth? First, the potential losses in learning,
second, increased dropout rates, and third, the problems in adapting the
new normal curriculum of education.

Many countries have shut school doors, while others have implemented
localized school closures. The education community in the Philippines has
largely focused on the different strategies to continue schooling, and the
Department of Education is tracking the impact of the pandemic on
education. One major problem faced by the government today is the fact
that many of the learners are struggling to learn and absorb the lessons
prepared by the teachers. It is a fact that because of this unprecedented
crisis, a possible outrun in the education sector is going to happen.

How can we possibly cope with this dilemma? The reality of this tragic
scenario keeps on bustling on my mind. It’s sad to know that many of our
students are aiming for a rightful education, hence, we cannot extend too
much help for them since a lot of problems and hindrances in attaining
quality education is getting in the way. And as a teacher, I greatly am
concerned about the implementation of the Most Essential Learning
Competencies (MELCS), as a major basis in providing our learners the most
comprehensive and wide-ranging literacy essential for learning. I am with
the Department of Education in their objective of delivering quality
education among Filipino learners through encouraging the teachers to
deliver the most needed and essential competencies that would help produce
better and worthy individuals.

Filipino teachers are resilient. I know we can cope with this dilemma, I know
we can get through these trying times, and with everyone’s cooperation, our
students can make it through this school year.
 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 do agree. Based on my actual observations, I find the old curriculum

very lengthy and dense compared to the newly adapted curriculum or the
MELCS. With the old learning competencies, some of them are pretty
impractical, and it really should be changed for a better understanding and
application in the side of the students.

The identified most essential learning competencies puts premium on the

development of skills which are fundamental to practical and real-life
problems, rather than content-knowledge; and on the development of
higher-order thinking skills which goes beyond procedural fluency. It
followed the content domains as articulated in the curriculum. And I
strongly believe that students need to focus on what’s important, practical
and applicable so that they can use it in their actual battle in facing life.

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 cannot sacrifice the school year without trying to find
for a better and effective alternative for learning, the sector affirms its commitment
in sustaining the delivery of quality, accessible, relevant and liberating Philippine
basic education services anchored on the Sulong Edukalidad framework. Therefore,
the Department hereby releases the Most Essential Learning Competencies
(MELCs) to be used nationwide by field implementers and private schools for SY
2020-2021 only.

The release of the MELCs is not just a response to addressing the challenges of the
current pandemic but is also part of the Department’s long-term response to the
call of SDG 4 to develop resilient education systems, most especially during
emergencies. Thus, it can be used under certain circumstances as a mechanism to
ensure education continuity (curriculum dimension). However, releasing the
MELCs does not downplay the standards set by the K to 12 curriculum guides.
Rather, these serve as guide to teachers as they address the instructional needs of
learners while ensuring that curriculum standards are maintained and achieved.
The content and performance standards are indicated in the attached documents
for field implementers to recognize that the MELCs are anchored on the prescribed
standards.
2. How does curriculum review aid in the identification of essential learning competencies?
The curriculum review headed by the Secretary of the Department of
Education, Sec. Leonor Magtolis-Briones, along with the people behind the
sector, has aimed to work on the identification of essential learning
competencies in the middle of 2019 as part of its initiative in reviewing the
intended curriculum. The K to 12 curriculum review is not just meant to
fulfil one of the provisions of Republic Act (RA) 105333 to review the
curriculum but is her continuing commitment to ensure quality, relevant
and liberating education.

The review focused on articulation within and across learning areas which
led to the identification of gaps, issues, and concerns across learning areas
and grade levels. Moreover, areas for improvement that would enhance the
learning engagement, experience and outcomes were recommended. Thus,
after thorough investigation, studies and the results of series of workshops
and articulations, the agency came up with the idea of identifying and
crafting the Most Essential Learning Competencies, for the school heads,
and the teachers to use and follow in tracking and continuing learning
process to the students of today, amid the worldwide pandemic.

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?

A list of characteristics of essential learning competencies was provided to help

participants decide which among the learning competencies are deemed most
important:

Characteristics of an Essential Learning Competency

Learning competency is essential if:

1. It is aligned with national, state, and/or local

standards/ frameworks
2. It connects the content to higher concepts across
content areas.
3. It is applicable to real-life situations.
4. If students left school after this grade, it would be
important for them to have this competence above many
others.
5. It wouldn't 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?
The Department of Education, through the Bureau of Curriculum Development-
Curriculum Standards Development Division, has developed the most essential
learning competencies (MELCs) to address the challenges brought about by the
global pandemic. Its negative impacts in the educational system which include but
not limited to the shortened school year, limited face to face interaction of teachers
and learners, and other instructional delivery-related concerns pose serious
problem most specifically to early childhood learners.

The MELCS also ensure the teachers and the learners the way to a more practical
and useful learning competencies amid the pandemic, thus, the MELCs identified
are those that work in close association with other competencies in other subjects,
thus maintaining the curricular quality of integration.

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.
 The learners…

1. Differentiate imaginative writing

from among other forms of writing Use imagery, diction, figures of
HUMSS_CW/MP11/12-Iab-1 speech, and specific experiences to
evoke meaningful responses from
2. Cull creative ideas from experiences readers
HUMSS_CW/MP11/12-Iab-2

3. Utilize language to evoke emotional

MERGED/CLUSTERED and intellectual responses from
readers HUMSS_CW/MP11/12-Iab-3
Use imagery, diction,
figures of speech, and 4. Use imagery, diction, figures of
specific experiences to speech, and specific experiences
evoke meaningful HUMSS_CW/MP11/12-Iab-4 5. read
responses from closely as writers with a consciousness
readers of craft

RETAINED

Identify the various 1. Identify the various elements,

elements, techniques, techniques, and literary Identify the various elements,
and literary devices in devices in poetry techniques, and literary devices in
specific forms of HUMSS_CW/MP11/12c-f6 2. specific forms of poetry
poetry determine specific forms and
conventions of poetry

2. determine specific forms and

conventions of poetry

3. Use selected elements of

poetry in short exercises
HUMSS_CW/MP11/12c-f8 4.
explore innovative techniques
in writing poetry
CREATIVE WRITING- GRADE 12 HUMMS

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.

MELC serves as a teacher guides in preparing his/her lesson and instructional materials.
Despite that we are facing this global pandemic MELC were badly in need. MELC 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. 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.

As a teacher myself, I have also personal opinions regarding the essence of incorporating
MELCS into this school year, these are the following reasons: to effectively and efficiently
deliver the “Most Essential Learning Competencies (MELC)” to ensure quality education; To
ensure adherence to policies and guidelines set by DepEd, LGU, DOH, IATF, and OP to
safeguard the safety and well-being of learners, teachers and stakeholders.
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?
Unpacking and combining the MELCS is important to ensure a concise, relatable,
and more practical learning competencies catered to students especially during
these trying times. It is also very important for us, educators, to know how to
unpack and combine these learning competencies to help us get into the bottom of
our target lessons without further delays and other circumstantial hindrances that
we may encounter.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
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.
On the other hand, two or more learning competencies are merged or clustered if
they have the same objective or learning intention; and thus, can be combined into
one comprehensive learning competency. In addition, a significant number of
learning competencies is removed/dropped due to the following reasons:
- They are too specific (and the articulation is similar to that of a learning objective)
- They are deemed appropriate to be introduced in an earlier quarter or grade level
or moved to a later quarter or grade level
- They are recurring
- They are subsumed in another learning competency.

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

Not necessarily, since there are also learning competencies that need to be
retained, or even be dropped to assure the consistency and the practicality of each
competency. Some competencies are useful and does not need revision, hence.
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.

Below is my preferred subject to unpack: GRADE 12 HUMMS- CREATIVE WRITING

The learners…

1. Differentiate imaginative writing

from among other forms of writing Use imagery, diction, figures of
HUMSS_CW/MP11/12-Iab-1 speech, and specific experiences to
evoke meaningful responses from
2. Cull creative ideas from experiences readers
HUMSS_CW/MP11/12-Iab-2

3. Utilize language to evoke emotional

MERGED/CLUSTERED and intellectual responses from
readers HUMSS_CW/MP11/12-Iab-3
Use imagery, diction,
figures of speech, and 4. Use imagery, diction, figures of
specific experiences to speech, and specific experiences
evoke meaningful HUMSS_CW/MP11/12-Iab-4 5. read
responses from closely as writers with a consciousness
readers of craft

RETAINED
 1. Identify the various elements,
techniques, and literary Identify the various elements,
devices in poetry techniques, and literary devices in
HUMSS_CW/MP11/12c-f6 2. specific forms of poetry
determine specific forms and
conventions of poetry

2. determine specific forms and

conventions of poetry

Identify the various 3. Use selected elements of

elements, techniques, poetry in short exercises
and literary devices in HUMSS_CW/MP11/12c-f8 4.
specific forms of explore innovative techniques
poetry in writing poetry

CREATIVE WRITING- GRADE 12 HUMMS

STUDY NOTEBOOK NOTES:

Some learning competencies are dropped since they are redundantly covered, but others were
retained since students need to undergo these competencies to complete the course.