Curriculum design is a domain that infrequently forms a discrete element of initial teacher training, or continuing professional development for music teachers in English secondary schools. Classroom music teachers, teaching Key Stage 3 (KS3) learners (11–14-year olds), are, however, required to design their own curriculum. Teachers are accountable to school leaders for curricula they implement, and the outcomes from their selected approaches. This article discusses classroom music curriculum practices and their significance in music education. The research project was conducted with music teachers from schools in the East and West Midlands of England, utilising questionnaires and semi-structured interviews. Research findings are conceptualised in a model of music curriculum activity. The research thereby facilitates discussion of unacknowledged complexities and tacit teacher planning practices in music curriculum design.

课程设计是一个很少形成初始教师培训或英语中学音乐教师持续专业发展的离散元素的领域。然而，教授关键阶段 3 (KS3) 学习者（11-14 岁）的课堂音乐教师需要设计自己的课程。教师对他们实施的课程以及他们选择的方法的结果向学校领导负责。本文讨论了课堂音乐课程实践及其在音乐教育中的意义。该研究项目是与来自英格兰东、西米德兰兹郡学校的音乐教师进行的，采用问卷调查和半结构化访谈。研究结果在音乐课程活动模型中被概念化。因此，该研究促进了对音乐课程设计中未被承认的复杂性和默契的教师计划实践的讨论。