This study is part of the Sustainable Curriculum principle of the University of Leeds Climate Plan, which aims to enable all students at all levels to have the opportunity to study, research, work and participate in sustainability and climate action as part of their degree. Sustainability competence is a complex but integral concept in Education for Sustainable Development. It has been conceptualised in different ways in Higher Education, but for this work it refers to the attributes (knowledge and skills) our students will have developed after they have engaged in learning for sustainability through their studies. For this reason, the University offers a surfacing skills framework and matrix to assist colleagues, who are responsible for teaching and curriculum development, to use when formulating learning outcomes for programmes of study or individual modules. Competence development can be encouraged through experiential learning pedagogies, for which the university has developed a community of practice and can be supported by authentic assessment. This paper includes a case study on the use of the framework to surface students’ sustainability competences, and its implications for pedagogy, and assessment design. Preliminary findings in the form of a case study on the module titled “Introduction to Creating Sustainable Futures”, are presented that show that students can have a strong voice in curriculum design and are able to articulate the competences they are developing.