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

本文的目的是讨论课程设计连贯性模型（CDC模型-Rata，2019）对新西兰中学音乐课两位音乐教师设计实践的影响。CDC模型提出深度学习首先需要深度设计的一致性。这种连贯性是由三个相互关联的设计维度产生的：（i）认知结构的“表面”，（ii）主题概念的使用以及（iii）“知识”（某事物的知识）和“知识”之间的相互关系。操作方法（知道如何利用某件事的知识做某事）。