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L2A1 - Unpacking and Combining The MELCs PDF

The document provides guidance on unpacking and combining the Most Essential Learning Competencies (MELCs) in order to effectively deliver instruction amidst limitations from the COVID-19 pandemic. It emphasizes that MELCs should be unpacked into logical learning objectives that are aligned with content and performance standards, consider prerequisite skills, and follow a sensible sequence. MELCs can also be combined when they share common themes or topics in order to efficiently develop learning resources, as long as the combinations still support achieving the standards. Examples are provided to illustrate unpacking and combining MELCs appropriately.

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750 views4 pages

L2A1 - Unpacking and Combining The MELCs PDF

The document provides guidance on unpacking and combining the Most Essential Learning Competencies (MELCs) in order to effectively deliver instruction amidst limitations from the COVID-19 pandemic. It emphasizes that MELCs should be unpacked into logical learning objectives that are aligned with content and performance standards, consider prerequisite skills, and follow a sensible sequence. MELCs can also be combined when they share common themes or topics in order to efficiently develop learning resources, as long as the combinations still support achieving the standards. Examples are provided to illustrate unpacking and combining MELCs appropriately.

Uploaded by

gle
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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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.
● Prerequisite knowledge 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.
● Logical sequence 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.

Consider the following examples:


Combining the MELCs

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.

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