CECILLE M.

DELA VICTORIA
LAC MEMBER

ROSEMARIE K. VALLE
LAC LEADER

LOLITA F. TAGABAN
PRINCIPAL
 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 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?

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.

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

2. What is the difference between essential learning competencies and desirable learning
competencies?
Essential learning competencies are defined as what the students need, considered
indispensable, in the teaching-learning process to building skills to equip learners for
subsequent grade levels and subsequently, for lifelong learning. On the other hand,
desirable learning compretencies were defined as what may enhance education but may
not necessary in building foundational skills.

3. 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?
The MELCs were identified according to the gaps, issues and concerns across learning
areas and grade levels. The decisions were made due to the limited number of school days
and the absence of face-to-face instructions at this time of pandemic. Hence, narrowing
down the the learning competencies is the best option the DepEd has come up with.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
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 the necessary
competencies the need to acquire through these MELCs.

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. Using the SCIENCE VI MELCs.

K TO 12 LEARNING
MELCS
COMPETENCIES
MERGED/CLUSTERE Not applicable Not applicable
D
Different types of mixtures and Different types of mixtures and
RETAINED
their characteristics their characteristics
DROPPED Not applicable Not applicable

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.
 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?
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.
The Most Essential Learning Competencies should be aligned to the content and
performance standards of the all the learning areas. Should be based on the learning needs
of the learners.

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

Of course, 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.

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.
Combining MELCS Sample

Activity 3

Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your
outputs.

Reflection

Even the country is suffering in the pandemic, we teachers will do best to give the
education for all the learners in all means. Education than can help everyone to face the
new normal in education.