Background, Rationale, and Development of MELCs Unpacking of MELCs

1. MOST ESSENTIAL
LEARNING
COMPETENCIES
Here starts
the LAC
Session!
Maripaz M. Señorita
Resource Person

2. Session Objectives:
By the end of this session, you will be able to:
1. explain the background and development of the
MELCs
2. unpack the MELCs
3. combine the related competencies into learning
objectives

3. L1
Background, Rationale,
and Development of
MELCs

4. Rationale
• Pandemic
• UNESCO’s stand:
“Education cannot
wait. If learning
stops, we will lose
human capital.
• DepEd’s Commitment: to
sustain the delivery
of quality,
accessible, relevant,
and liberating Phil.
Basic education
services anchored on
the Sulong Edukalidad
framework
• The release of the
MELCs is not just a
response to addressing
the challenges of the
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.

5. The K to 12
curriculum review is
not just meant to
fulfill one of the
provisions of RA
105333 to review the
curriculum, but is
also part of Sec.
Briones’ continuing
commitment to ensure
quality, accessible,
relevant, and
liberating education

6. 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
Analysis of the
interconnectedness
of prerequisite
knowledge and skills
among the learning
competencies

7. Essential Learning
Competencies
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 learners

8. Desirable Learning
Competencies
Defined as what may enhance
education but may not be
necessary in building
foundational skills

10. ENDURANCE
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

11. Results:
Retained – satisfies the endurance criterion which
greatly contributes to life-long learning and is a
prerequisite skill to the next grade level
Merged/Clustered – LCs have the same objective or
learning intention and can therefore be combined into
one comprehensive learning competency
Removed/Dropped – too specific
- deemed appropriate to be
introduced in an earlier quarter or grade level
or moved to a later quarter or grade level
- recurring
- subsumed in another competency
Rephrased – to be more concise

15. Lesson 1 – Activity 3
K to 12 Learning
Competencies
MELCs
Merged/Clustered
Retained
Dropped

16. Field implementers and
private schools are
encouraged to
contextualize the MELCs
in order to accommodate
the varying contexts of
learners, teachers,
learning environment and
support structures
considering both the
content and performance
standards.

17. L2
UNPACKING AND
COMBINING THE MELCs

18. Factors to consider in unpacking the
MELCs:
1. Alignment on the Content and
Performance Standards
2. Prerequisite knowledge and skills
3. Logical sequence of learning objectives

22. How to
unpack LC’s

23. Clean, sanitize, and
store kitchen tools
and
equipment
Identify the
prerequisite
skills
Identify
the target
skill

24. Identify the content/s or
prerequisite contents
Clean, sanitize, and
store kitchen tools and
equipment

25. Unpacking Proper
MELCs LEARNING OBJECTIVE
Clean, sanitize, and store kitchen
tools and equipment
1. Identify and discuss the chemicals to be
utilized in cleaning and sanitizing kitchen
tools and equipment
2. Prepare cleaning agents in accordance
with manufacturer’s instructions
3. Clean and sanitize kitchen tools in
accordance with prescribed standards
4. Store cleaned kitchen tools and
equipment safely in the designated space
APPLY

26. MELC Remark/s Learning Objectives
MELCs Unpacking

27. Combining
the MELCs

28. 1. Commonality of the
content, topic or themed
2. Alignment with the Content
and Performance Standards
Criteria in Combining MELCs

30. OPEN FORUM

31. Output
Making