MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)
After having been introduced to the course in Module 1, you will now begin this
course by gaining an understanding of the Most Essential Learning
Competencies (MELCs). We hope that you will be able to strengthen your
understanding through this Module.
In this Module, the development of the MELCs will be discussed, and how these can be
unpacked and combined in planning and designing your lessons.

MODULE OBJECTIVES 

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

*LAC Sessions are included in the activities but may be optional as determined by the LAC
members under the guidance of the LAC Leader

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LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF
MELCS

By the end of this lesson, you should be able to familiarize yourself with the
background, rationale, and development of MELCs. In this session, you will be able to:
1. identify the background and basic process of the identification and development of
the MELCs
2. make sense of the function of MELCs as an educational response to a global
health crisis
3. appreciate the MELCs as support for teachers during this time

Key Topics/Concepts
curriculum standards; essential learning competencies; desirable learning competencies;
enduring knowledge

Resources Required
3 Development and Design of MELCs
3 Your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs
3 Study Notebook

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 department should consider alternative ways on how to assess student
learning like videos instead of actual performances, and this should be
supported by the higher officials for its success

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?
- At some point I agree to this, because the Curriculum Development Plan
does not include the abrupt school events or cancellation of classes, that is
why sometimes, instead of the topic being discussed elaborately, the
teachers tend to rush on explaining it just to be able to meet the target
lessons or module to be tackled.

2 Module 2: Most Essential Learning Competencies (MELCs)

ACTIVITY 3. 2.
ACTIVITY

Prepare a copy
Familiarize of your
yourself learning
with area’s
the course original
reading K-12
on the Curriculum
Development andGuide
Designand corresponding
of the MELCs. After list of
going through the document, provide a brief and concise response to the following guide
Go to the sections
questions. Writeof theanswers
your curriculum guide
in your andNotebook.
Study MELCs that are relevant to your instructional ne

1. What are the general and specific purposes of the development of MELCs?
- The development of MELCs or Most Essential Learning Competency addresses the
abrupt change of Education’s situation wherein the Department of Education experts
come up with the idea of providing the knowledge, skills, or any other form of
learnings that is most needed by the students.
-
2. How does curriculum review aid in the identification of essential learning
competencies?
-Curriculum Review aims to optimize the learnings of the students.
By reviewing the previous curriculum, the department will be able
to see the possible topics that the students really need.

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

learning competencies?
-From the word essential, it is highly needed by the students. It could affect
their lives negatively if not being taught, while desirable learning
competencies can make the lives of the students better if being taught, but
can also be set aside without worrying that something bad might happen.

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?
- It is identified through the use of criterion endurance wherein the
learnings that will remain useful to the students even after the test
or is useful beyond a single test.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
- Through the MELCs, teachers will have more time focusing on the most needed
learnings by the students. With this, they will be able to use numerous teaching
strategies amidst new normal.

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4 Module 2: Most Essential Learning Competencies (MELCs)
 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.

- I, together with Ma’am Adora, find the tackled question very important in
making our decision on how are we going to discussed our topics to our
students in a way that addresses what they most needed.

Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to unpack
and combine the MELCs into Learning Objectives.

LDM2: Learning Delivery Modalities Course for Teachers 5

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING
OBJECTIVES

In this session, you will familiarize yourself with unpacking and combining MELCs into
Learning Objectives. By the end of this lesson, you will be able to:
1. understand the vital considerations in unpacking and combining MELCs
2. unpack and combine sample MELCs
3. affirm that unpacking and combining MELCs provide curricular flexibilities to field
implementers

Key Topics/Concepts
unpack; curriculum standards; essential learning competencies; content standards; performance
standards

Resources Required
3 Unpacking and Combining the MELCs
3 Your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs
3 Study Notebook

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?
-the unpacking of MELCs provides us the prerequisite knowledge and skills that the students need and the logical sequence of
the learning objectives, and the combining of MELCs makes us observe efficiency in the development of learning
resources.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
-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.
● 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

- 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.
● Prerequisite knowledge and skills - 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?
- All MELCs should be unpacked for us to be able to describe the teaching-learning context, know the desired
skills or knowledge, consider learning characteristics, and determine appropriate learning activities.

6 Module 2: Most Essential Learning Competencies (MELCs)

 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.

ACTIVITY 3.

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.

Congratulations! You have completed Module 2. You may now proceed to Module
3A - Lesson Design and Assessment in the Modalities.

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