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A Briefer on the List of the Most Essential Competencies for Science

The K to 12 Basic Education Curriculum is standards-based. The content standards cover a specified scope of sequential topics, identify and set the
essential knowledge and understanding that must be learned. The performance standards describe the abilities and skills that the learners are expected to
demonstrate in relation to the content standards. These standards are further represented as learning competencies which are the knowledge, skills and
attitudes that students need to demonstrate in every lesson or learning activity.
With the expected decrease in the contact hours of teaching science brought by the change in schedule of the school year, the Curriculum Standards
Development Division of the Bureau of Curriculum Development has identified learning competencies that are critical. This list, the Most Essential Learning
Competencies (MELCs) were identified using the criterion Endurance. Enduring competencies are those that remains with learners long after a test is completed
(Reeves, 2002) or is useful beyond a single test or unit of study. (Many and Horrell, 2014). They also refer to learning competencies which are essential in many
professions and in everyday life.
The grade level standards were also used as basis in determining the MELCs, considering that the Science curriculum uses a spiral progression design.
It is important to make sure that learning competencies needed in the understanding of succeeding concepts in the next grade level are given importance. Over
all, the resulting list still captures the objective of the science program which is the development of scientifically, technologically, and environmentally literate
and productive members of society who manifest skills as a critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed
decision makers, and effective communicators.

The table below in an example of how the Most Essential Learning Competencies is identified in the domain Matter in the different Key Stages.

KEY Retained LC Deleted LC Justification

STAGE
Key S3MT-Ic-d-2 S3MT-Ia-b-1 Description of shape and weight has been discussed in Grades 1 and 2 and
Stage 1 Classify objects and materials Describe different objects based on how it is stated the deleted LC (S3MT-Ia-b-1) can be covered in
as solid, liquid, and gas based based on their characteristics the retained LC (S3MT-Ic-d-2). Furthermore, the ability to classify solids,
on some observable (e.g. Shape, Weight, Volume, liquids and gases based on observable characteristics is a foundation of
characteristics Ease of flow); other science skills.

Key S5MT-Ih-i-4 S5MT- Ie-g-3 The retained LC will already cover the intention of the deleted LC (S5MT-
Stage 2 Design a product out of local, Recognize the importance of Ie-g-3)
recyclable solid and/or liquid recycle, reduce, reuse, recover and will even require students to be more creative
materials in making useful and repair in waste
products management
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Key S8MT-IIIi-j-12 S8MT-IIIg- h-11 The deleted LC(S8MT-IIIg- h-11) is deemed not as essential as the retained
Stage 3 Use the periodic table to Trace the development of the LC (S8MT-IIIi-j-12) as it requires the student to use the properties of
predict the chemical behavior periodic table from observations elements to predict the chemical behavior of an element, hence it is more
of an element based on similarities in properties encompassing.
of elements
Key S11/12PS-IIIc-d17 S11/12PS-IIId-e18 The deleted LC (S11/12PS-IIId-e18) is subsumed in the retained LC
Stage 4 describe the general types of give the type of intermolecular (S11/12PS-IIIc-d7).
intermolecular forces forces in the properties of
substances

Grade Level: Grade 3

Subject: Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st ways of sorting materials and group common objects found at home and in Classify objects and materials as solid, Week 1-
describing them as solid, liquid or gas school according to solids, liquids and gas liquid, and gas based on some observable 2
based on observable properties characteristics;
Describe changes in materials based on the Week 3-
effect of temperature: 5
1 solid to liquid
2 liquid to solid
3 liquid to gas
4 solid to gas
2nd parts, and functions of the sense practice healthful habits in taking care of the Describe the functions of the sense organs Week 1
organs of the human body; sense organs; of the human body
parts and functions of animals and enumerate ways of grouping animals based Describe animals in their immediate Week 2
importance to humans on their structure and importance surroundings
Identify the external parts and functions of Week 2
animals
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Classify animals according to body parts Week 3

and use
State the importance of animals to humans Week 3
external parts of plants and their demonstrate the proper ways of handling Describe the parts of different kinds of Week 4
functions, and importance to humans plants plants
State the importance of plants to humans Week 4
characteristics of living and nonliving illustrates the difference between living and Compare living with nonliving things Week 5
things non-living things Identify observable characteristics that are Week 5
passed on from parents to offspring (e.g.,
humans, animals, plants)
basic needs of plants, animals and list down activities which they can perform Identify the basic needs of humans, plants Week 6
humans at home, in school, or in their neighborhood and animals such as air, food, water, and
to keep the environment clean shelter
Explain how living things depend on the Week 6
environment to meet their basic needs
Recognize that there is a need to protect Week 7
and conserve the environment
3rd motion of objects observe, describe, and investigate the Describe the position of a person or an Week 1-
position and movement of things around object in relation to a reference point such 3
them as chair, door, another person
sources and uses of light, sound, heat apply the knowledge of the sources and uses Describe the different uses of light, sound, Week 4-
and electricity of light, sound, heat, and electricity heat and electricity in everyday life 5
4th people, animals, plants, lakes, rivers, express their concerns about their Relate the importance of surroundings to Week 1-
streams, hills, surroundings through teacher-guided and people and other living things 2
mountains, and other landforms, and self – directed activities
their importance

types and effects of weather as they express ideas about safety measures during Describe the changes in the weather over a Week 3-
relate to daily activities, health and different weather conditions creatively period of time 4
safety (through artwork, poem, song Enumerate and practice safety and Week 5
precautionary measures in dealing with
different types of weather
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natural objects in the sky affect one’s list down activities which affect their daily Describe the natural objects that are found Week 6
daily activities activities in the sky during daytime and nighttime