LDM2 - Module 2

MODULE 2 – MOST ESSENTIAL LEARNING COMPETENCIES (MELC’S)
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. For example, in Earth and Life Science subject which has the
greatest number of competencies to be accomplish in a semester. I think
competencies must be reduced to the most essential in every subject of
the curriculum that will be implemented. Basic experiments, activities and
home workshops must be given, in order to ensure that students will
perform and cooperate on the exercises. If possible, curriculum must also
be reduced with subjects, only the most essential academic subjects such
as English, Math and Science shall also be implemented with due
consideration of the global situation of the current times. LGU’s may also
help by putting community wifi connections for learners to access and
continue learning. Public and private partnership in this new normal
ensures continuity of learning which I am optimistic off to happen.
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. Yes, I agree that the congested curriculum impeded the poor
performance of the young Filipino learners. But in the K to 12 Curriculum,
the subjects were already unchoked. But the case still doesn’t assure of
mastery of learning the competencies because of time allotment plus the
mountable extracurricular activities in school.
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. The general and specific purposes of the development of
MELC:
 Due to the Covid-19 pandemic, the DepEd’s bureau of

Curriculum Development developed MELCs to the most
essential learning competencies this is to ensure that Filipino
learners can still impart the necessary knowledge that must be
uphold.
 In this emergency situation, MELCs is developed in response to
UNESCO’s fourth sustainable goal – that is to develop resilient
education system.
 MELCs ensures continuity of education
 MELCs assures of assistance to schools in directing the limited
number of school days as they employ multiple delivery
schemes
2.) How does curriculum review aid in the identification of essential

learning competencies?
Answer: Curriculum review is very significant since it gives
solution to concerns, gaps and issues within and across learning
areas at all levels. Determining areas for improvement for the
enhancement of learning engagement of learners, experience and
outcomes can also be uphold in curriculum review.
3.) What is the difference between essential learning competencies and

desirable learning competencies?
Answer: Essential learning competencies are competencies that
must be imparted to students and considered vital in the teaching-
learning process in equipping and building of skills for Filipino young
learners. While, desirable competencies are competencies that may
enhance knowledge to learners but not stood-up 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. In identifying the most essential learning competencies
(MELCs) the DepEd collaborated with stakeholders from ACTRC.
ENDURANCE – is the descriptor of primary consideration. A learning
competency is considered enduring if it retains with the learners after
an assessment or unit of study. In this case, this particular learning
competency is pick/ chosen to be part of the MELC. Competencies of
the same objective and intension are merged thus making into one
comprehensive competency. However, some competencies are
removed/ dropped if they are: recurring, too specific, subsumed in
another competency, and rephrased to be more concise.
5. What is the importance of the MELCs in ensuring the delivery of quality

instruction?
Answer. While acclimatizing the posed of Covid-19 this school
year, MELCs serves as the primal reference in determining and
implementing learning delivery approaches to the diversity of learners in
the community. Nevertheless, MELCs warrants the delivery of quality
education despite crisis.
Activity 3
Prepare a copy of your learning area’s original K-12 Curriculum
Guide and corresponding list of MELCs.
K to 12 Competencies MELCs
Merged/ Clustered Describe the historical Recognize the
development of uniqueness of Earth,
theories that explain being the only planet
the origin of the in the solar system
universe. with properties
Describe the necessary to support
characteristics of Earth life.
that are necessary to
support life.
Retained Identify common rock- Identify common rock-
forming minerals using forming minerals using
their physical and their physical and
chemical properties. chemical properties.
Dropped n/a
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.
Answer. For me, MELCs should not be solely the mere tool to be used
in inculcating knowledge to learners but have to look at to also the
abilities and capacities of the students to unleash deeper.
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?
Answer. Merely, the importance of unpacking and combining the

MELCs is to overcome the challenges of instructional deliveries in this
COVID time, thus organizing learning activities and effectively address
the varying needs of learners.
2.) What considerations must be undertaken in unpacking and combining
the MELC? Explain each.
Answer. The following are to be considered in unpacking the MELCs

into learning objectives:
 It must be aligned on the Content and Performance Standards as

stipulated in the curriculum guide.
 Consider the prerequisite knowledge and skills. MELC shall
accommodate higher order cognitive demands. Prerequisite
knowledge and skills would enable the attainment of MELCs and
eventually to content and performance standards.
 Rational Sequence of Learning Objectives. Objectives must be
positioned systematically from lower to higher thinking order. It is
highly recommended that learning objectives follow proper logical
sequence.
3. Do all the MELCs need to be unpacked or combined? Why or Why

not?
Answer. Things are to be considered in unpacking the MELCs. A

teacher may opt to unpack depending on the factors affecting it such
the sequence of the lesson, abilities and needs of the learners and etc.,
for as long as the content and performance standard is attained at the
end.
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.
MELCs Learning Objectives
Distinguish a holistic perspective from a partial To distinguish a holistic perspective from a
point of view. partial point of view.
Explain that the Earth consists of four To explain that the Earth consists of four
subsystems, across whose boundaries matter subsystems, across whose boundaries matter
and energy flow. and energy flow.
ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to
keep a copy of your outputs.
The activity 2 was successfully submitted to our LAC leader.

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MODULE 2 – MOST ESSENTIAL LEARNING COMPETENCIES (MELC’S)

LESSON 1 – BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

 Due to the Covid-19 pandemic, the DepEd’s bureau of

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

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

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

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

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

Answer. Merely, the importance of unpacking and combining the

Answer. The following are to be considered in unpacking the MELCs

 It must be aligned on the Content and Performance Standards as

3. Do all the MELCs need to be unpacked or combined? Why or Why

Answer. Things are to be considered in unpacking the MELCs. A

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