Developing teacher curriculum design expertise: using the CDC Model in the music classroom

Abstract The purpose of this paper is to discuss the impact Curriculum Design Coherence Model (CDC – Rata, 2019) on design practice two music teachers in a middle school class New Zealand. CDC proposes that deep learning first requires coherence. This coherence generated by three interrelated dimensions: (i) ‘surfacing’ epistemic structure, (ii) use subject concepts and (iii) interrelationship between ‘knowledge-that’ (knowledge something) ‘know-how-to’ (knowing how do something with knowledge something). We model has been put song writing unit work for students aged 10–12 years general note developing expertise involved wider research project.