GROUP PROJECT 1 - A GUIDELINE
The Most Essential
Learning
Competencies
I. Rationale
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I. Rationale
The current global health crisis poses
a profound impact on the basic
education system, the most
marginalized, poverty-stricken, and
vulnerable children are expected to be
put at a disadvantage.
“Education cannot wait. If learning stops,
we will lose human capital.”- UNESCO 2017
[Link]
I. Rationale
Bureau of Curriculum Development ensures that
learning standards are relevant and flexible to
address the complex, disruptive, volatile, and
ambiguous impact of COVID-19.
The Department hereby releases the Most
Essential Learning Competencies (MELCs) to be
used nationwide by field implementers for SY
2020-2021 only.
It can be used under certain circumstances as a
mechanism to ensure education continuity through
the curriculum dimension.
II. Background on
the Identification of
the Most Essential
Learning
Competencies
[Link]
THE DEPARTMENT THROUGH
II. Background THE BUREAU OF
on the CURRICULUM DEVELOPMENT,
CURRICULUM STANDARDS
Identification DEVELOPMENT DIVISION IN
COLLABORATION WITH THE
of MELCs ASSESSMENT CURRICULUM
AND TECHNOLOGY
RESEARCH CENTRE
(ACTRRC)
SECRETARY LEONOR BRIONES
[Link]
The review focuses on the
II. Background articulation within and across
learning areas to identify the
on the
gaps, issues, and concerns in all
Identification learning areas and grade levels.
of MELCs
Here are the review covers of the
following:
Mapping
Identifying
Analysing
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They have a list of Characteristics of Essential
II. Background learning competencies to help the reviewers to
decide which learning competencies are deemed
on the most important.
Identification 1. It is aligned with national and or local
of MELCs standards/ frameworks (e.g. “Scientifically
literate Filipinos”)
2. It connects the content to higher concepts
across content areas.
3. It is application to real life situations
4. If students leave school, it would still be
important for them to have this competency
above many others.
5. It would not be expected for most students
to learn this in settings other than
through formal education.
[Link]
With the challenges on learning delivery posed by
II. Background COVID-19 the Bureau of Curriculum department
accelerate the identification of the essential
on the learning competencies and streamlined into a
Identification MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
of MELCs to determine the criteria of the selection of the
most essential learning competencies is the
“ENDURANCE” was a primary determining factor
Learning competency is considered enduring if
it remains with the learners long after a test or a
unit of study is completed.
Example of learning competencies include the
research skill, reading comprehension, writing,
map, reading and hypothesis which are essential
in many profession and in everyday life.
[Link]
In the process deciding
II. Background
whether a learning
on the competency is to be
Identification retained, merged, dropped,
of MELCs or rephrased. In the general
rule a learning competency
was retained if the satisfies
the endurance of life long
learning and prerequisite
skill to the next grade level.
This are the significant number of learning
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II. Background competencies were removed/dropped due
to the following reason.
on the
Identification They are too specific and the
articulation is similar to that
of MELCs 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.
III. Guide for
Teachers in use
of MELCs
kindergarten
quarter 11
quarter content MELCs
kindergarten
quarter 2 content MELCs
kindergarten
quarter 3 content MELCs
kindergarten
quarter 4 content MELCs
kindergarten
kindergarten
quarter 4 content MELCs
Araling Panlipunan
Layunin ng pagbuo ng MELCs ay
matulungan ang mga guro na
matukoy ang mahahalagang
kasanayang pampagkatuto upang
sa gayon ay mabigyan ito ng
prayoridad at maging batayan sa
kanilang mga desisyong
instruksyonal at hindi upang palitan
ang kasalukuyang curriculum guide.
Araling Panlipunan
English
Guided by the requirement that a
learning competency (LC) be useful
in lifelong learning, the group of
specialists in-charge of the English
curricula recognizes the role of the
subject in providing the literacy and
oracy skills necessary in acquiring the
content knowledge in other learning
areas
English
English
LC would entail a number of other competencies
in order for it to be achieved. Among the
competencies needed are: (1) making a stand;
(2) gathering information from various sources;
(3) citing sources of information.
This consequently calls for -unpacking and sub-
tasking on the part of the teacher, so that bigger
or broader LCs may be broken down into
manageable sub-competencies. It should also be
noted that domains were no longer retained as
these may cause confusion among end users
English
EsP(Edukasyon sa Pagpapakatao)
Sa Baitang 1 hanggang 6, ang mga
LC ay may nakapaloob na Batayang
Konsepto kahit hindi direktang
binanggit ito.
Sa Junior High School, may apat na uri
ng mga Kasanayan sa Pampagkatuto
o LCs sa bawat paksa batay sa anim
na kasanayan sa Cognitive Process
Dimensions
EsP(Edukasyon sa Pagpapakatao)
Narito ang mga uri ng kasanayang
nililinang sa bawat isa sa apat na LC, at ang
mga tanong na sinasagot ng bawat LC:
• Unang LC – Knowledge. Sinasagot nito ang
tanong na: Anong kaalaman ang kailangan upang
maipamalas ng mag-aaral ang pag-unawa?
• Ikalawang LC- Comprehension, Analysis, Evaluation sa dating
Blooms Taxonomy ng Cognitive Domain. Sinasagot nito ang
tanong na: Anong kasanayan ang dapat maipamalas tungo sa
pag-unawa?
EsP(Edukasyon sa Pagpapakatao)
Narito ang mga uri ng kasanayang
nililinang sa bawat isa sa apat na LC, at ang
mga tanong na sinasagot ng bawat LC:
• Ikatlong LC – Comprehension at Synthesis; taglay nito ang Batayang
Konsepto o Essential Understanding (EU), ang batayan ng pagbubuo ng
ika- pat, una, at ikalawang LC. Sinasagot nito ang tanong na: Ano ang
pinakamahalagang mensahe na dapat maunawaan ng mag- aaral?
• Ika-apat na LC- Application, nakapaloob dito
ang Performance Task, ang produkto o pagpapakita ng kasanayan
(demonstration of a skill) na nagsisilbing ebidensya ng pag-unawa ng
mag-aaral sa Batayang Konsepto. Sinasagot nito ang tanong na: Ano
ang dapat maipamalas ng mag-aaral bilang patunay ng pag-unawa?
EsP(Edukasyon sa Pagpapakatao)
Ang Batayang Konsepto ang matibay
na patunay ng dalawang katangian ng
Most Essential Learning Competencies
(MELCs) – ang Endurance at Leverage.
Kung walang Batayang Konsepto, hindi
maipahahayag nang malinaw ang
expert system of knowledge (na
nakaankla sa mga batayang disiplina
ng EsP, Etika at Career Guidance) na
dapat matutuhan ng mga mag-aaral.
EsP(Edukasyon sa Pagpapakatao)
May apat na katangian ang Batayang
Konsepto:
a. Pangmatagalan o pang-habang
buhay (Endurance).
b. Batay sa mga disiplina ng EsP
(Discipline-based).
c. May nakapaloob na mga konsepto
(Needs Uncoverage).
d. Mapupukaw nito ang interes,
atensyon, at pakikilahok ng mag-aaral
(Potentially Engaging).
EsP(Edukasyon sa Pagpapakatao)
Sa pag-gamit ng MELCs ng EsP,
kinakailangang:
1. Isaalang-alang ang Pangkalahatang
Pamantayan sa bawat baitang.
2. Pag-aralan ang bawat MELC ayon sa
Pamantayang Pangnilalaman at
Pamantayan sa Pagganap ng bawat
quarter o paksa.
EsP(Edukasyon sa Pagpapakatao)
3. Sa Junior High School, bigyang prayoridad
sa pagtuturo at pagpili ng learning resources
ang paglinang ng Batayang Konsepto na nasa
ikatlong LC ng paksa at ang ebidensya ng
pagkaunawa nito – ang Performance Task na
nasa ika-apat na LC.
“Ano ang kahalagahan ng paggawa ng gawain
o pagsasabuhay ng pagpapahalagang
nakapaloob sa LC” ang dapat matandaan ng
mga bata, hindi lamang ang gawain o
pagpapahalagang nakasaad dito.
EsP(Edukasyon sa Pagpapakatao)
4. Gamitin ang mga modyul o
Learning Resources na nabanggit sa
Teachers’ Resources ayon sa tatlong
hakbang sa itaas.
5. Maaring gamitin ang mga gawain
sa aklat o Learners’ Module bilang
pagtatasa (assessment) ng
pagkatuto. Halimbawa: Sa Ikatlong LC,
paksang Talento at Kakayahan,
Baitang 7, Unang Markahan:
EsP(Edukasyon sa Pagpapakatao)
Filipino
Ang MELCs ay tumutugon sa
pangunahing layunin ng pag-aaral
ng Filipino,ang makalinang nga
isang buo at ganap na Filipinong
may kapaki - pakinabang na
literasi. Isinaalang-alang din ang
pagsasakatuparan ng mga
pamantayan sa bawat baitang at
ang kasama nitong pamantayan sa
pagganap.
Filipino
Dahil sa katangiang taglay ng MELCs,
pinapayuhan ang guro na gamitin ito ayon sa
mga sumusunod :
1. Paguulit ng
ilang MELCs sa
iba pang
markahan ng
bawat baitang
kung
kinakailangan sa
lalong paglinang
nito.
Filipino
Dahil sa katangiang taglay ng MELCs,
pinapayuhan ang guro na gamitin ito ayon sa
mga sumusunod :
.
2. Pag-unpack
ng MELCs para
sa tiyak
ksanayang
pagkatuto
Filipino
Dahil sa katangiang taglay ng MELCs,
pinapayuhan ang guro na gamitin ito ayon sa
mga sumusunod :
.
3. Pagpili ng
magkakasamang
MELCs na sasakto
para sa walong
(8) linggo
Filipino
Binibigyang laya pa rin ang mga guro na
makapili ng mga magkakasamang MELC sa
bawat linggo na sa tingin nila'y sasakto at
sasapat batay sa gagamiting paraan ng
pagtuturo o mode of instructional delivery.
Tandaan na ang layunin sa pagbuo ng MELCs
ay hindi upang palitan ang kaalukuyang
curriculum guide kung hindi upang
magabayan ang mga guro sa pagtukoy ng
mga kompetensing mas kailangan nga mga
magaaral sa Taong 2020-2021.
Math
Identifying the learning
competencies in the Mathematics:
most essential learning
competencies must realize the
twin goals of Mathematics
- problem solving and critical
thinking.
Math
The identified most essential
learning competencies in
Math puts premium on the
development of numeracy
skills which are fundamental
to practical and real life
problems rather than math
content knowledge .
Math
Teacher as instrctional leader
should use the identified most
essential learning
competencies as outlined in
this document to to help them
decide on how to scaffold the
achievement of Learning goals
and meaningful learning in
Math, in reduced time allotment
example:
MAPEH
Mother Tongue
From kindergarten to grade 3 the
medium of teaching and learning is
the students first language. Mother
tongue insignificant in providing the
literacy and oracy skills necessary in
acquiring content knowledge in
other areas. Accordingly, the MELCs
identified are those that work in
close association with other
competencies in other subjects, thus
maintaining the curricular quality of
integration.
Mother Tongue
MELCs considerably less
than the original LCs in
curriculum because of
two factors:
1 . Recurrence is limited
2. Learning
competencies to be
clustered together
Mother Tongue
Mother Tongue
Note: The teacher is advised to re-teach certain competencies needed for their
achievement. It is also recommended that the teacher unpack the MELCs into more specific
learning competencies as guided by the original Mother Tongue Curriculum Guide.
Mother Tongue
Science
K-12 Basic Education Curriculum is
standards-based.
Content Standard- cover a specified
scope of topics which sets the
essential knowledge and
understanding must be learned.
Performance Standard- describes the
abilities and the skills that the
learners as expected to demonstrate
in the relation to the content
standards.
Science
Development of scientifically,
technologically, and
environmentally literate and
productive
members of society who manifest
skills as:
critical problem solvers,
responsible stewards of nature
innovative and creative
citizens
Informed decision makers,
effective communicators
Science
Science
The identified MELCs are
broad statements that
should be unpacked into
learning objectives. In
translating LCs to the
specific learning objective, it
is best to look into the
content and
performance standards.
Science
EPP/TLE
EPP/TLE MELCs were identified
in the four components which
are as follows:
a. Industrial Arts (IA)
b. Home Economics (HE)
c. Agriculture and Fishery Arts
(AFA)
d. Information, Communication
and Technology (ICT)
EPP/TLE
The identified MELCs preserve the
main objective of Edukasyong
Pantahanan at
Pangkabuhayan (EPP) which is to
enable the learners acquire technical
knowledge, skills and
values in the four components.
Technology and Livelihood Education
(TLE), which is to make the learners
technologically proficient to help lead
them in pursuing a career or
livelihood training.
NOTE: The curriculum was not revised and the identified MELCs
are lifted from the existing curriculum guide.
EPP/TLE
The duration stipulated in this document is not
prescriptive but is rather suggestive. Nonetheless, the
MELCs remain non-negotiable.
The following are the premises to be considered in
utilizing MELCs for teaching of EPP/TLE:
• Entrepreneurship is embedded in the four
components of EPP/TLE;
• MELCS that maybe too broad would have to be
unpacked by the teachers.
• Sub learning competencies that are redundant
or recurring were removed to satisfy the 8 to 9
week allotment per quarter;
• For Grades 4-6 of Edukasyong Pantahanan at
Pangkabuhayan (EPP) / Technology and
Livelihood
EPP/TLE
Education (TLE), there is a quarter 0. This is
consistent with the coding of EPP/TLE
Curriculum Guide as it gives leeway to the
school to decide which among the
components need emphasis
per quarter.
• For Grades 7/8 Exploratory, there is an option to choose
four mini courses in ICT/AFA/HE/IA
or one of the components may be chosen for the duration
of the whole year. Each mini course is
good for 8 to 9 weeks per quarter.
EPP/TLE
For most of the TLE/TVL specializations,
the Curriculum Guides remain as is.
MELCs were not
identified because the competencies are
based on the Training Regulations (TR) of
TESDA which were not amended or
modified for the present situation, but will
be delivered through flexible learning
modes as stated in TESDA Circular No. 62,
s. 2020. However, regardless of the
learning modalities, nominal hours
remain the same EXCEPT for the following
suggested specializations:
EPP/TLE
- Handicraft and other TLE/TVL
specializations that are non-NC or
that may not affect
the assessment of the learners are
suggested to be offered this year. The
performance/skills for these
specializations can be taught and
assessed either in school or at home.
Local materials are available in the
community.
EPP/TLE
- The Beauty Care (Nail Care/Foot
SPA/Hand SPA), Hairdressing, Barbering
and other TLE/TVL specializations similar
to these are also recommended to be
offered this year. These have National
Certification Assessment but the
performance/skills can be taught
and assessed either in school or at
home.
- Sample MELCs for these specializations
are suggested to be used.
Thank you!
END.
