MO DU L E 2

S SE N TI A L L E A R NI N G
MO ST E
E S (M E L C S)
COMPETENCI
A LAY , 20 2 0 – 1:00 - 5 :0 0 P M
MARIA GRAC E LEN M . S September 14
Facilitator
 AFTER HAVING BEEN INTRODUCED TO THE COURSE IN
MODULE 1, YOU WILL NOW BEGIN THIS COURSE BY GAINING
AN UNDERSTANDING OF THE MOST ESSENTIAL LEARNING
COMPETENCIES (MELCS). WE HOPE THAT YOU WILL BE ABLE
TO STRENGTHEN YOUR UNDERSTANDING THROUGH THIS
MODULE.
IN THIS MODULE, THE DEVELOPMENT OF THE MELCS WILL
BE DISCUSSED, AND HOW THESE CAN BE UNPACKED AND
COMBINED IN PLANNING AND DESIGNING YOUR LESSONS.
MODULE OBJECTIVES
BY THE END OF THIS MODULE, 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
•LESSON 1. BACKGROUND, RATIONALE, AND
DEVELOPMENT OF MELCS
•LESSON 2. UNPACKING AND COMBINING MELCS
INTO LEARNING OBJECTIVES
•LAC SESSION 2
LESSON 1: BACKGROUND, RATIONALE, AND
DEVELOPMENT OF MELCS
BY THE END OF THIS LESSON, YOU SHOULD BE ABLE TO FAMILIARIZE
YOURSELF WITH THE BACKGROUND, RATIONALE, AND DEVELOPMENT OF
MELCS. IN THIS SESSION, YOU WILL BE ABLE TO:
1. IDENTIFY THE BACKGROUND AND BASIC PROCESS OF THE
IDENTIFICATION AND DEVELOPMENT OF THE MELCS
2. MAKE SENSE OF THE FUNCTION OF MELCS AS AN EDUCATIONAL
RESPONSE TO A GLOBAL HEALTH CRISIS
3. APPRECIATE THE MELCS AS SUPPORT FOR TEACHERS DURING THIS
TIME
 DEVELOPMENT AND DESIGN OF THE
MOST ESSENTIAL LEARNING
COMPETENCIES (MELCS)
RATIONALE
THE EDUCATION SECTOR IS NOT SPARED FROM THE COVID-19
PANDEMIC WHICH CONTINUES TO GRAVELY AFFECT VARIOUS
GOVERNMENTS AND ECONOMIES AROUND THE WORLD. THE CURRENT
GLOBAL HEALTH CRISIS POSES A PROFOUND IMPACT ON THE BASIC
EDUCATION SYSTEM, AS APPROXIMATELY 87% OF THE WORLD’S STUDENT
POPULATION, OR 1.5 BILLION LEARNERS, HAVE BEEN AFFECTED BY
SCHOOL CLOSURES (UNESCO, 2020).
 WHILE INTERIM DISTANCE AND REMOTE LEARNING PROGRAMS ARE BEING PUT
IN PLACE IN MANY LOCATIONS, THE MOST MARGINALIZED, POVERTY-STRICKEN
AND VULNERABLE CHILDREN ARE ALSO THE MOST DISADVANTAGED.
IN THE PHILIPPINES, ENSURING THE WELFARE OF MORE THAN 27 MILLION
LEARNERS IN BASIC EDUCATION ALONE REQUIRES INDOMITABLE COMMITMENT
ESPECIALLY AMIDST THIS CRISIS. HOWEVER, UNESCO REITERATES ITS STAND IN
SPITE OF THE CIRCUMSTANCES: “EDUCATION CANNOT WAIT. IF LEARNING STOPS,
WE WILL LOSE HUMAN CAPITAL.” MEETING THE NEEDS OF THE MOST
VULNERABLE POPULATIONS DURING THESE TIMES IS ESSENTIAL TO ACHIEVING
SDG4 (UNESCO, 2017).
 THE DEPARTMENT ECHOES UNESCO’S BELIEF THAT EDUCATIONAL
QUALITY, ACCESS, AND SYSTEM STRENGTHENING CANNOT BE
COMPROMISED IN TIMES OF CRISIS (UNESCO, 2017) AND THAT DOING
THE OPPOSITE WILL NEGATIVELY AFFECT HUMAN CAPITAL. THUS,
THE DEPARTMENT OF EDUCATION AFFIRMS ITS COMMITMENT TO
SUSTAINING THE DELIVERY OF QUALITY, ACCESSIBLE, RELEVANT,
AND LIBERATING PHILIPPINE BASIC EDUCATION SERVICES
ANCHORED ON THE SULONG EDUKALIDAD FRAMEWORK.
 IT WILL CONTINUE TO STRIVE TO PRODUCE HOLISTIC
FILIPINO LEARNERS WITH 21ST CENTURY SKILLS.
CONSEQUENTLY, THE BUREAU OF CURRICULUM
DEVELOPMENT ENSURES THAT LEARNING STANDARDS ARE
RELEVANT AND FLEXIBLE TO ADDRESS THE COMPLEX,
DISRUPTIVE, VOLATILE, AND AMBIGUOUS IMPACT OF
COVID-19 IN THE PHILIPPINES PARTICULARLY IN THE BASIC
EDUCATION SECTOR.
 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.
 BACKGROUND ON THE
IDENTIFICATION OF THE
MELCS
THE DEPARTMENT, THROUGH THE BUREAU OF CURRICULUM
DEVELOPMENT–CURRICULUM STANDARDS DEVELOPMENT
DIVISION, IN COLLABORATION WITH THE ASSESSMENT
CURRICULUM AND TECHNOLOGY RESEARCH CENTRE (ACTRC),
STARTED WORKING ON THE IDENTIFICATION OF ESSENTIAL
LEARNING COMPETENCIES IN THE MIDDLE OF 2019 AS PART OF ITS
REVIEW OF THE INTENDED CURRICULUM.
BUREAU SPECIALISTS, ACADEMIC EXPERTS, AND
FIELD IMPLEMENTERS WORKED TOGETHER TO
REACH A CONSENSUS REGARDING THE CRITERIA TO
BE USED AND MECHANISMS TO ADOPT IN
DETERMINING THESE COMPETENCIES.
 INITIATED BY SECRETARY LEONOR MAGTOLIS-BRIONES, THE K TO
12 CURRICULUM REVIEW IS NOT JUST MEANT TO FULFILL ONE OF THE
PROVISIONS OF REPUBLIC ACT 105333 TO REVIEW THE CURRICULUM,
BUT IS ALSO PART OF HER CONTINUING COMMITMENT TO ENSURE
QUALITY, RELEVANT, AND LIBERATING EDUCATION. AFTER THE FOUR
PHASES OF CURRICULUM REVIEW ARE COMPLETED, THE SECRETARY
WILL CONVENE THE CURRICULUM CONSULTATIVE COMMITTEE TO
PRESENT THE FINDINGS AS PROVIDED FOR IN SECTION 6 OF THE
SAME REPUBLIC ACT.
 THE REVIEW FOCUSED ON ARTICULATION WITHIN AND
ACROSS LEARNING AREAS AND GRADE LEVELS, WHICH
LED TO THE IDENTIFICATION OF GAPS, ISSUES, AND
CONCERNS. MOREOVER, AREAS FOR IMPROVEMENT THAT
WOULD ENHANCE THE LEARNING ENGAGEMENT,
EXPERIENCE, AND OUTCOMES WERE IDENTIFIED AND
CONSEQUENT SOLUTIONS WERE RECOMMENDED.
 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.
 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.
 CHARACTERISTICS OF AN ESSENTIAL
LEARNING COMPETENCY
Learning competency 1. it is aligned with national, state, and/or local standards/ frameworks (e.g.,
is ESSENTIAL if… scientifically-literate Filipinos)
2. it connects the content to higher concepts across content areas
3. it is applicable to real-life situations
4. it would be important for students to acquire the competency after s/he left
that particular grade level
5. it would not be expected that most students would learn this through their
parents/communities if not taught at school

These characteristics are based on a US-developed competency validation rubric, which is intended to
assure that learning competencies can reach the highest level of quality and comparability across schools (New
Hampshire Department of Education, 2012); adaptations were made for relevance in the Philippine context.
FROM ELCS TO MELCS
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.
EXAMINE THE EXAMPLES THAT FOLLOW:
THE CONTENT AND PERFORMANCE STANDARDS ARE
DIRECTLY LIFTED FROM THE CURRICULUM GUIDES
ITS INCLUSION IS TO EMPHASIZE THAT THE IDENTIFICATION OF MELCS IS ANCHORED
ON THE PRESCRIBED STANDARDS AND NOT A DEPARTURE FROM THE STANDARDS-
BASED BASIC EDUCATION CURRICULUM.
THUS, TEACHERS ARE ENCOURAGED TO REFER TO THE
2016 CURRICULUM GUIDES IN UNPACKING THE MELCS.
FIELD IMPLEMENTERS AND PRIVATE SCHOOLS ARE ENCOURAGED TO CONTEXTUALIZE THE MOST ESSENTIAL
LEARNING COMPETENCIES IN ORDER TO ACCOMMODATE THE VARYING CONTEXTS OF LEARNERS, TEACHERS,
LEARNING ENVIRONMENT AND SUPPORT STRUCTURES CONSIDERING BOTH THE CONTENT AND PERFORMANCE
STANDARDS.
IT IS ADVANTAGEOUS FOR STUDENTS TO LEARN THE CONCEPTS AND SKILLS IN THE
MELCS THROUGH MEANINGFUL ACTIVITIES AND SCENARIOS RELATABLE TO THEM AND
WITHIN THE CONTEXT OF THE STUDENTS’ OWN ENVIRONMENT.
THE MELCS ARE IMPLEMENTABLE AS LONG AS THE DESIGNED ACTIVITIES ALSO
TEACH THE PROCEDURES AND PROCESSES ON HOW AND WHEN TO APPLY THOSE
KNOWLEDGE AND SKILLS IN A GIVEN CONTEXT.
WITH THESE, FILIPINO LEARNERS ARE GUARANTEED RELEVANT AND
QUALITY BASIC EDUCATION DESPITE THE CURRENT HEALTH CRISIS.
 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?
2. EVEN PRIOR TO THE SPREAD OF COVID-19 THAT EVENTUALLY LED TO THE CLOSURE
OF SCHOOL 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?
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?

2. HOW DOES CURRICULUM REVIEW AID IN THE IDENTIFICATION OF ESSENTIAL LEARNING

COMPETENCIES?

3. WHAT IS THE DIFFERENCE BETWEEN ESSENTIAL LEARNING COMPETENCIES AND DESIRABLE LEARNING
COMPETENCIES?

4. HOW WERE THE MOST ESSENTIAL LEARNING COMPETENCIES IDENTIFIED? WHAT EWER THE DECISIONS
MADE IN ORDER TO TRIM DOWN THE NUMBER OF THE ESSENTIAL LEARNING COMPETENCIES FURTHER?

5. WHAT IS THE IMPORTANCE OF THE MELCS IN ENSURING THE DELIVERY OF QUALITY INSTRUCTION?
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 Learning MELCs
Competencies

Merged/Clustered

Retained

Dropped
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

IN THIS SESSION, YOU WILL FAMILIARIZE YOURSELF WITH UNPACKING

AND COMBINING MELCS INTO LEARNING OBJECTIVES. BY THE END OF
THIS LESSON, YOU WILL BE ABLE TO:
1. UNDERSTAND THE VITAL CONSIDERATIONS IN UNPACKING AND
COMBINING MELCS
2. UNPACK AND COMBINE SAMPLE MELCS
3. AFFIRM THAT UNPACKING AND COMBINING MELCS PROVIDE
CURRICULAR FLEXIBILITIES TO FIELD IMPLEMENTERS
 UNPACKING AND COMBINING THE MOST
ESSENTIAL LEARNING COMPETENCIES
(MELCS)
THE IDENTIFICATION OF MELCS INTENDS TO PROVIDE INSTRUCTIONAL SPACE
AMONG FIELD PARTNERS/IMPLEMENTERS TO DELIVER QUALITY INSTRUCTION
AMIDST THE LIMITED LEARNING MODALITIES AND SHORTENING OF THE SCHOOL
YEAR. LIKEWISE, THE RELEASE OF THE MELCS DOES NOT CONFINE TEACHERS IN
NAVIGATING THE PECULIARITIES OF THE LEARNING LANDSCAPES. JUST LIKE IN THE
PRE-COVID YEARS, YOU 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.
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.
• PREREQUISITEKNOWLEDGE 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.

• LOGICALSEQUENCE 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.
COM BI NIN G T HE M EL C S
THE MELCS COULD LIKEWISE BE COMBINED TO OBSERVE EFFICIENCY IN THE DEVELOPMENT
OF LEARNING RESOURCES, WHICH INCLUDE BUT ARE NOT LIMITED TO SLMS, TEXTBOOKS,
TEACHER’S GUIDES, ACTIVITY SHEETS, AND TELEVISION AND RADIO SCRIPTS.
SINCE MELCS IN EACH LEARNING AREA ARE ALL INTERRELATED AND ANCHORED ON THE CONTENT AND
PERFORMANCE STANDARDS, COMBINING AT LEAST TWO MELCS WILL ALLOW TEACHERS TO EFFECTIVELY DESIGN
INSTRUCTIONAL RESOURCES WITHOUT VEERING AWAY FROM THE STANDARDS PRESCRIBED BY THE
CURRICULUM.
IN COMBINING MELCS, FIELD IMPLEMENTERS SHOULD TAKE NOTE OF THE FOLLOWING CRITERIA:
● COMMONALITY OF CONTENT, TOPIC, OR THEME - MELCS TO BE COMBINED SHOULD SHOW COMMONALITY AND RELATEDNESS IN
CONTENT, TOPIC, OR THEME. THIS ENSURES THAT ESSENTIAL CONTENT AND TOPIC WILL NOT BE WATERED DOWN.
● ALIGNMENT WITH THE CONTENT AND PERFORMANCE STANDARDS - JUST LIKE IN THE UNPACKING OF MELCS,
COMBINING TWO OR MORE SHOULD AID IN THE ACHIEVEMENT OF THE CONTENT AND PERFORMANCE STANDARDS.
TO REITERATE, MELCS ARE NOT A DEPARTURE FROM THE STANDARDS-BASED DESIGN OF THE CURRICULUM.
LOOK AT THE FOLLOWING EXAMPLE:
• AS SEEN IN THE TABLES, OUT OF THE SIX MELCS IDENTIFIED FOR ARALING
PANLIPUNAN 1 QUARTER 1, MELCS 1 & 2 AND 3 & 4 ARE RELATED AND
MANIFEST A COMMON CONTENT OR TOPIC: PERSONAL IDENTITY FOR THE
FIRST TWO AND CHANGE AND CONTINUITY FOR THE LATTER.
THE COMBINATION OF THESE MELCS DO NOT AFFECT THE ATTAINMENT OF BOTH THE
CONTENT AND PERFORMANCE STANDARDS AS ARTICULATED IN THE SAID QUARTER.
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?
2. WHAT CONSIDERATIONS MUST BE TAKEN IN UNPACKING AND COMBINING THE
MELCS? EXPLAIN EACH.
3. DO ALL THE MELCS NEED TO BE UNPACKED OR COMBINED? WHY OR WHY NOT?
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.
ACTIVITY 3.

SUBMIT YOUR ACTIVITY 2 OUTPUTS TO YOUR

LAC LEADER. MAKE SURE TO KEEP A COPY OF YOUR
OUTPUTS.
QUESTION AND ANSWER