Module 2

Course objectives
By the end of this Course, 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 / lac session 2

Lesson 1: Background, Rationale, and Development of MELCs
Lesson 2: Unpacking and Combining MELCs into Learning Objectives
Learning action cell session 2

Estimated time required

3 hours
 Educators are increasingly getting behind a big idea: organize
learning and recognize achievement based on students’ mastery of
a defined set of competencies.

DepEd established the MELCs as the key reference for all

Colleges, Elementary and Secondary to define and incorporate
learning delivery methods that are relevant to the local context and
diversity of learners, while adjusting to the challenges raised by
COVID-19.

In developing learning activity sheets, self-learning modules, and

other educational resources, schools are hereby advised to refer to
MELCs. In addition, schools are expected to stick to the content of
MELCs and to refrain from developing a new list of learning skills for
various areas of learning.

According to DepEd, most essential learning skills or MELC are

identified as what students need, considered essential, in the
teaching-learning process to develop skills to prepare students for
subsequent grade levels and, subsequently, for lifelong learning.

It may sound simple, but to meet the vision of competency-

based education we need to think differently about almost every
aspect of our education system.

Learning outcomes emphasize competencies that include

application and creation of knowledge, along with the development
of important skills and dispositions.
 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 crisis brought about by the COVID-19 has posted

a lot of challenges for the Department of Education
especially to the teachers who are standing in the front
line to provide the continuity in education.
As a teacher, I believe that narrowing down the
learning competencies has become a huge factor in
order to deliver the only the most essential in this time of
pandemic.
However, one of the major concerns to ensure that
learning continues is the implementation process itself.
Given the shortage of resources, schools, teachers, and
the community itself are finding means to bridge the gap.
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?

The I totally agree to this. The purpose of the

curriculum is solely to achieve a higher standard of
education and to produce competitive learners.
But due to its congested nature, students cannot
cope up with it and more often than not, teachers find it
hard and time consuming to teach all these
competencies which seem to be repetitive and
redundant resulting to poor performance of the learners
as well as the teachers.
 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 MELC is developed to allow students to study

based on their abilities to learn skills or competencies at
their own pace.
This method is tailored to meet different learning
levels that can lead to efficient learning outcomes
through alternative learning delivery modalities.
The general purpose of the MELC’s is to ensure
quality, relevant and liberating education by reviewing
the competencies in K to 12 Curriculum.
Before the pandemic, there is already reviews done
in the competencies and there are plans to compress
learning competencies.
The specific purpose is to map the essential and
desirable learning competencies and to identify
2. How does curriculum review aid in the identification of
essential learning competencies?

We need to review, revisit and 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.

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.;
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 started in identification of essential and desirable

learning competencies. Then, essential learning
competencies to most essential learning competencies.
As a 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:
 These are too specific (and the articulation is similar to
that of a learning objective).
 These are deemed appropriate to be introduced in an
earlier quarter or grade level or moved to a later
quarter or grade level.
 These are recurring.
 These are subsumed in another learning
competency..;
 5. What is the importance of the MELCs in ensuring the
delivery of quality instruction?

The creation of most essential learning competencies is a

very long and comprehensive process.
It undergone different processes to ensure that learners
will be educated properly.

The MELCs are made aligned with the national/local

standards, applicable to real-life and are the most essential
competencies that students are expected to learn despite this
pandemic.

The Department of Education has made sure that with

limited resources, time, and the absence of face-to-face
instructions, learners would still get the necessary
competencies the need to acquire through these MELCs
 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.

UNPACKING OF MELCs
K12 LEARNING COMPETENCIES MELCS

Install equipment/ devices and Plan and prepare for task to be

systems. undertaken

TLE_ICTCS9CN-Ia-1

Merged/Clustered

Recognize PECs needed in Computer ENVIRONMENT AND MARKET

Hardware Servicing

TLE_PECS9-I0-1

Retained

Test Systems and Networks N/A

TLE_ICTCS9DT-IVh-j3

Dropped
 Sample MELCs Learning Objectives

PERSONAL ENTREPRENEURIAL COMPETENCIES Assess one’s PECs: characteristics, attributes,

(PECs) TLE_PECS7-1200-1 lifestyle, skills, traits

Analysis of PECs compared to those of a

practitioner

Align one’s PECs based on the results of the

assessment

Create a plan of action that ensures success of

his/her business/career choice

Quarter Content Standard Performance MELCs

Standard

2nd The learner demonstrates The learner PERSONAL

understanding of one’s PECs recognizes his/her ENTREPRENEURIAL
in in computer hardware PECs and prepares COMPETENCIES
servicing. an activity plan that (PECs) TLE_PECS7-
aligns with the PECs 1200-1
of a
practitioner/entrepre
neur’s in the
computer hardware
servicing business..
 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.

• MELC’s are a long-term response to the call

of SDG4. It is already been planned even
before the COVID-19 pandemic.
• There is a big difference between online
learning and digital modular distance
learning.
• Strong internet connection is a big problem
in online learning.
• MELC’s are comprehensively compresses.
 We should invest time in unpacking grade-level
standards because it helps to stimulate student interest and
helps them to make a connection to whatever is being taught.
it also identifies what students need to know and what they
need to do.

As a teacher, unpacking standards helps us to be able to

determine which concept to use in the classroom. It helps us to
target the different concepts such as content knowledge,
reasoning and cognitive areas, and skill performance of the
student. By unpacking, it shows teachers how students learn
and discover through this learning process.
I know as a teacher, by investing in unpacking grade -
level standards, it has taught me to plan better for my class
when I do my lesson plans.

Additionally, by unpacking the standards vertically

teachers can remediate to help students who are struggling
with the grade level standard by looking at the previous
grade(s) and challenge a student who has mastered the grade
level standard by looking at the standard(s) above grade level.
Therefore, these are some of the reasons I feel that we
should invest in unpacking grade -level standards.
 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?

In order to systematize learning activities and

effectively address the varying needs of learners and the
challenges of instructional deliveries.
It is also essential to prevent redundancy that are
visible to repetition of the lesson which does not show
spiral progression.
By unpacking and combining the MELCs, we now
have a clear path forward. This gives up a deeper
understanding on how these MELCs are selected.
It will be much helpful for us to plan on how are we
going to implement our LCP more efficiently.
2. What considerations must be taken in unpacking and
combining the MELCs? Explain each?

Prerequisite knowledge and skills must be taken

consideration. It is worth noting that the identified MELCS
cater to higher order cognitive demands.
As such, lower cognitive demands may be
considered first in creating learning objectives. This
ensures that prerequisite knowledge and skills that would
enable the achievements of MELCS and eventually the
content and performance standards are address.
Logical sequence of learning objectives – since the
intention of unpacking the MELCS is to provide systematic
learning experiences for learners.

3. It is incumbent that the unpacked learning objectives follow

a logical sequence. Do all the MELCs need to be unpacked
or combined? Why or why not?

Yes, in order for the department to focus and

prioritize those that are essentials and can be used in the
learner’s daily lives.
unpacking the MELCs are essential in order to have a
systematic learning activity so that the competencies
needed by the learners are not congested or repetitive.
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.
 GRADE 9 Group

LAC Leader: TERESITA I. ALBERTO

LAC Facilitator: RIC R. CORTEZ

Grade 9 Teacher:
MARY ANTONETTE L. DELA PAZ

Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.

RECOGNIZE AND UNDERSTAND THE MARKET IN COMPUTER HARDWARE SERVICING

Learning Objectives:

1. Identify the players/competitors in the market.

2. Compare the different products/services available in the market.
3. Observe the environment and market in computer hardware servicing.

Submit your Activity 2 Outputs to your LAC Leader.

Make sure to keep a copy of your outputs.