To correctly apply and fulfil for purposes and background of the revised music curriculum based on the Key-Competencies, a specific action plan must be prepared based on the learning in real-life such as teaching, learning and evaluation. First, we studied the documentation system of the 2015 revised curriculum revolved around the Key-Competencies and examined how the music curriculum reflects these Key-Competencies. We have also proposed a process-focused evaluation in a music assessment method which could manifest the Key-Competencies in classrooms. The process-focused evaluation sees evaluation as part of the lesson and can be utilized as a method to improve teaching and learning. In order to do this, a plan to connect teaching and learning with evaluation must be designed from the lesson planning stage. Therefore we must be able to restructure Key-Competencies, subject-competencies, core-concepts, achievement standards, content elements, skills, learning goals, learning content and learning method based on Key-Competencies and plan so that the overall learning and evaluation can be consistent. The discussion of process-focused evaluation tools based on the system of contents on subject-competencies of music that are centered on core competencies as studied in this research must be revised and edited through further research on this topic.