SHAKEY C.

BARTOLO
LAC MEMBER
LAC ID: 1-001
MODULE 2: MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1

Answer the following reflective questions.

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?

Answer:

A curriculum standard should fit to the needs of the learners, a set

of competencies that form the basis for a quality education. Learners
should know how to write and read and be able to comprehend. It is the
fundamental concerns of the most vulnerable children during these times.
These concerns cannot be solve by teachers alone, but with the help of
the parents, stakeholders and LGU’s as mutual support in facilitating the
learning process.

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?

Answer:

In my own perspective, curriculum at the primary level should

focus only on reading, writing and numeracy skills as it will allow them
to access the breadth of the curriculum, step by step, up to higher
levels. Reading is a key area for a child’s development. Learning to
read is about listening and understanding as well as working out
what’s printed on the page of the modules or SLMs.
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.

1. What are the general and specific purposes of the development of MELCs?

Answer: It is the Department’s long term response to the call of SDG4

to develop resilient education systems, most especially during
emergencies.

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

competencies?

Answer: Curriculum review by the specialist, academic experts and

field implementers in collaboration with ACTC greatly assist the
identification of essential learning competencies. They reach a
consensus regarding the criteria to be used and mechanisms to adopt
in determining these competencies.

3. What is the difference between essential learning competencies and

desirable learning competencies?

Answer: Essential learning competencies were defined as what the

students need, considered indispensable, in the teaching-learning
process to build skills to equip learners for subsequent grade levels
and consequently, for lifelong learning. 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?

Answer: Through the review of experts focused on articulation within

and across learning areas and grade levels. The basis of identifying the
MELCs across learning areas is through the application of enduring
learning competencies that includes research skills, reading
comprehension, writing, map reading, and hypothesis testing which
are essential in many professions and in everyday life.
The decision process to trim down the number of ELC is to be
retained merged, dropped or rephrased.

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

instruction?

Answer: MELCs serve as one of the guides for teachers as they

address the instructional needs of learners while ensuring that
curriculum standards are achieved. It intends to assist schools in
navigating the limited number of school days.
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 and compare the two
documents to determine which learning competencies were retained, dropped, or
merged.

AP4Q1

K to 12 Learning MELCs
Competencies

Natatalakay ang konsepto ng bansa

Merged/ Clustered 1.1 Nakapagbibigay ng halimbawa ng bansa
Natatalakay ang konsepto ng bansa
1.2 Naiisa-isa ang mga katangian ng bansa
Nakapagbubuo ng kahulugan ng bansa
Naipapaliwanag na ang Pilipinas ay isang
bansa
Natutukoy ang mga hangganan at
Retained Natatalunton ang mga hangganan at lawak ng
lawak ng teritoryo ng Pilipinas
gamit ang mapa
teritoryo ng Pilipinas gamit ang mapa
Natutukoy ang relatibong lokasyon
Natutukoy ang relatibong lokasyon (relative
(relative location) ng Pilipinas
location) ng Pilipinas batay sa mga nakapaligid
batay sa mga nakapaligid dito
dito gamit ang pangunahin at pangalawang
gamit ang pangunahin at
direksyon
pangalawang direksyon
Nakapagbibigay ng konlusyon tungkol sa
Nakapagbibigay ng konlusyon
kahalagahan ng mga katangiang pisikal sa
tungkol sa kahalagahan ng mga
pagunlad ng bansa
katangiang pisikal sa pagunlad ng
bansa
Nakapagsasagawa ng interpretasyon tungkol
Dropped sa kinalalagyan ng bansa gamit ang mga
batayang heograpiya tulad ng iskala, distansya
at direksyon
Naipaliliwanag ang katangian ng Pilipinas
bilang bansang maritime o insular
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.

Insights:

What is the meaning of SDG? SDG means Sustainable Development Goal quite
simply, to ensure that no one is left behind. It has 17  Sustainable Development
Goals (SDGs) of the 2030 Agenda for Sustainable Development, adopted by world
leaders in September 2015 at an historic UN Summit.
SDG4 pertains to Quality Education, which ensures that all girls and boys
complete free primary and secondary schooling by 2030. It also aims to provide equal
access to affordable vocational training, to eliminate gender and wealth disparities,
and achieve universal access to a quality higher education.
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:

1. What is the importance of unpacking and combining the MELCs?

Answer: The importance of unpacking and combining the MELCs
intends to deliver quality instruction amidst the limited learning
modalities and shortening of the school year. To systematize learning
activities and to address learning needs of learners.

2. What considerations must be taken in unpacking and combining the MELCs?

Explain each.

Answer:
In unpacking the MELCs, we need to consider the following:
• Alignment on the Content and Performance Standards-
The MELCs are not a departure from a 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?

Answer: No, the MELCs needed to be combined are the content or

topic that has commonality and relatedness. When you unpacked
MELCs it should aid in the achievement and aligned to the content and
performance standards.
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.

Attach presentation:

UNPACKING OF MELCs
K to 12 Learning Most Essential Learning Sample Learning
Competencies Competencies Objectives
Natatalakay ang konsepto ng Natatalakay ang konsepto ng Natatalakay ang
bansa bansa konsepto ng bansa
1.3 Nakapagbibigay ng
halimbawa ng bansa Nakabubuo ng
1.4 Naiisa-isa ang mga kahulugan ng bansa
Merged/Clustered katangian ng bansa
Naipaliliwanag na ang
Nakapagbubuo ng Pilipinas ay isang
kahulugan ng bansa bansa
Naipapaliwanag na ang
Pilipinas ay isang bansa
Natatalunton ang mga Natutukoy ang mga Natutukoy ang mga
hangganan at lawak ng hangganan at lawak ng hangganan at lawak ng
teritoryo ng Pilipinas teritoryo ng Pilipinas teritoryo ng Pilipinas
gamit ang mapa gamit ang mapa gamit ang mapa

Natutukoy ang relatibong Naiisa-isa ang

Natutukoy ang relatibong katangiang pisikal ng
lokasyon (relative lokasyon (relative location)
ng Pilipinas batay sa mga bansa
location) ng Pilipinas
nakapaligid dito gamit ang
Retained batay sa mga nakapaligid
pangunahin at pangalawang Naiuugnay ang
dito gamit ang direksyon kahalagahan ng
pangunahin at katangiang pisikal sa
pangalawang direksyon Nakapagbibigay ng pag-unlad ng bansa.
konlusyon tungkol sa
Nakapagbibigay ng kahalagahan ng mga
konlusyon tungkol sa katangiang pisikal sa
kahalagahan ng mga pagunlad ng bansa
katangiang pisikal sa
pagunlad ng bansa
Dropped Nakapagsasagawa ng -
interpretasyon tungkol sa
kinalalagyan ng bansa
gamit ang mga batayang
heograpiya tulad ng
iskala, distansya at
direksyon
Naipaliliwanag ang
 katangian ng Pilipinas
bilang bansang maritime
o insular
Most Essential K to 12
Content Performance
Quarter Learning Duration CG
Standard Standard
Compentencies Code
Naipamamalas Naipamamalas
ang pangunawa ang
sa kasanayan sa
pagkakakilanla paggamit
n ng mapa sa Natatalakay ang AP4AAB-
Q1 Week 1
ng bansa ayon pagtukoy konsepto ng bansa Ia-1
sa mga ng iba’t ibang
katangiang lalawigan
heograpikal at rehiyon ng
gamit ang mapa. bansa

ACTIVITY 3

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

REFLECTION

By unpacking the Most Essential Learning Competencies  (MELCs), we as

teachers, now have a clear path forward. This process enable us to plan effectively
and ultimately save us time to focus on our pupil’s. Not only will  you have a deeper
understanding of the standards you teach, but your pupils’ will be more engaged in
their learning. MELCs serve as a primary reference of all schools in implementing
learning delivery approaches that are suited to the local context and diversity
of learners while adapting to the challenges caused by the pandemic.