Department of Education: Lesson 1 Background, Rationale, and Development of MELCS

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF PAMPANGA
SAN JUAN NATIONAL HIGH SCHOOL
SAN JUAN, SAN LUIS, PAMPANGA
Module 2 - Most Essential Learning Competencies (MELCS)

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 fundamental concerns in terms of curriculum standards that need to be addressed in

order to ensure learning continuity are the Development of the MELCs, Unpacking and
Combining MELCs into Learning Objectives.
Ideas coming from the higher-ups for better Quality Instruction are necessary so that
wide range of implementation plan will be put into reality. So, the teacher could not solved these
alone. More heads are better than one for a successful output.
Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Telephone No.: 09355125683 SJNHS LAC 1
Email Address: sanjuansanluishighschool@yahoo.com MODULE 2 Activity Sheet
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ACTIVITY 1
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 with this observation because of the many learning activities which are no longer
necessary in the curriculum standards. Some learning competencies in the original K to 12
Curriculum Guide are subsumed in another learning competencies and some are not applicable
to real-life situations.

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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?
Working on the said premise, the Department came up with the Most Essential Learning
Competencies (MELCs) to be used nationwide by field implementers for SY 2020-2021. 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 SDG4 to
develop resilient education systems, most especially during emergencies.
The MELCs can be used under similar 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, they 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.
Furthermore, the MELCs intend to assist schools in navigating the limited number of school
days as they employ multiple delivery schemes by providing them ample instructional space.
The content and performance standards can be found in Annex C. Guidelines on the Use of
Most Essential Learning Competencies (MELCs) of DepEd Order No. 12, s. 2020 for field
implementers to recognize that the MELCs are anchored on the prescribed standards.
Working on the said premise, the Department came up with the Most Essential Learning Competencies
(MELCs) to be used nationwide by field implementers for SY 2020-2021. 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 SDG4 to develop resilient education systems, most especially during
emergencies. The MELCs can be used under similar 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, they serve as one of the guides for teachers as they address the

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ACTIVITY 2
2. How does curriculum review aid in the identification of essential learning competencies?
Results of the review from the workshop series provided an overview of the articulation of
learning
competencies in each learning area. Specifically, the review covered the following:
● Mapping of the essential and desirable learning competencies within the curriculum;
● Identification of 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

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ACTIVITY 2
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 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.

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ACTIVITY 2
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?
As the Department anticipates the challenges in employing various schemes in the delivery of the
learning standards due to COVID-19, the number of the identified essential learning competencies
per quarter were further reduced, thus the term “most essential learning competencies.”
In determining the criteria for the selection of the MELCs, the Department collaborated with
stakeholders from ACTRC, 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 across all learning areas through
the application of these understandings.
Necessary in this 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 prerequisite skill to the
next grade level. Two or more learning competencies are merged or clustered if they have the
same objective or learning intention and can therefore be combined into one comprehensive
learning competency. However, learning competencies are 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.
Finally, a learning competency is rephrased to be more concise.

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ACTIVITY 2
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The MELCs can be used under similar 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, they 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. Furthermore, the MELCs intend to assist schools in navigating the limited
number of school days as they employ multiple delivery schemes by providing them ample
instructional space.

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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 CG MELCS REASON
Merged/Clustered Natutukoy ang mensahe at layunin Sapat na ang kasanayang

Natatalakay ang mga ng napanood na cartoon ng isang pampagkatuto sa panonood sa
bahagi ng pinanood na mitolohiya. iba pang mga akda sa aralin.
nagpapakita ng mga F10PD-Ia-b-61
isyung pandaigdig
F10PD-Ic-d-63
Natutukoy ang mga bahaging

napanood na tiyakang
nagpapakita ng ugnayan ng
mga tauhan sa puwersa ng
kalikasan
F10PD-Ie-f-64
Retained
Naiuugnay ang kahulugan ng Naiuugnay ang kahulugan ng salita Komprehensibo ang nasabing
salita batay sa kayarian nito. batay sa kayarian nito. kasanayang pampagkatuto sa
F10PT-Ia-b-61 F10PT-Ia-b-61 ika-sampung baitang
Dropped
Nababasa nang paawit ang Nasusuri ang binasang kabanata ng Hindi na kailangan ang pagbasa
ilang piling saknong ng nobela bilang isang akdang nang paawit dahil nakakabasa
binasang akda pampanitikan sa pananaw naman ang mga mag-aaral ng
F10PS-Ie-f-67 humanismo o alinmang angkop na ibang mga akda.
pananaw F10PB-Ig-h-68

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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.
 MELCs can be used under similar circumstances as a mechanism to ensure education

continuity.
 MELCs are not a departure of the original K to 12 curriculum guide.
 MELCs are aligned with national, state, and/or local standards/ frameworks (e.g.,
scientifically-literate Filipinos)
 MELCs connect the content to higher concepts across content areas
 MELCs are applicable to real-life situations
 MELCs would be important for students to acquire the competency after s/he left that
particular grade level
 MELCs would not be expected that most students would learn this through their
parents/communities if not taught at school

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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?
In order to systematize learning activities and reflectively address the varying needs of learners
and the challenges of instructional deliveries.

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ACTIVITY 1
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
higherorder 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 forlearners, it is incumbent that the unpacked learning objectives
follow a logical sequence.

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ACTIVITY 1
3. Do all the MELCs need to be unpacked or combined? Why or why not?

Yes, we are 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.

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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.

REGION III
ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.
of the presentations in your Study Notebook.
REPHRASED LC SAMPLE LEARNING OBJECTIVES

Naipahahayag mahahalagang F10PS-IIa-b-74 Naibabahagi ang sariling
kaisipan/pananaw sa napakinggan, mitolohiya damdamin at saloobin sa isang pangkatang
talakayan ang sariling kultura kung
ihahahambing sa kultura ng ibang bansa batay
sa nabasang dula
F10PS-IIe-75 Naisasalaysay nang masining at

may damdamin ang isinulat na maikling
kuwento
RETAINED LC SAMPLE LEARNING OBJECTIVES
Naiuugnay ang kahulugan ng salita batay sa F10PT-IIc-d-70
kayarian nito. Naibibigay ang
F10PT-Ia-b-61 kahulugan ng
matatalinghagang
pananalita na ginamit sa
tula
F10PT-IIe-73
Naitatala ang mga
salitang magkakatulad
at magkakaugnay sa
kahulugan

REGION III

REGION III


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Republic of the Philippines

Module 2 - Most Essential Learning Competencies (MELCS)

The fundamental concerns in terms of curriculum standards that need to be addressed in

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

Finally, a learning competency is rephrased to be more concise.

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

Merged/Clustered Natutukoy ang mensahe at layunin Sapat na ang kasanayang

Natutukoy ang mga bahaging

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

 MELCs can be used under similar circumstances as a mechanism to ensure education

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

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

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Module 2 - Most Essential Learning Competencies (MELCS)

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

REPHRASED LC SAMPLE LEARNING OBJECTIVES

F10PS-IIe-75 Naisasalaysay nang masining at

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

Address: Purok 2 San Juan, San Luis, Pampanga LDM2

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