In most Australian engineering schools and faculties, engineering programs are not ordered and deliberately structured entities. The University of Tasmania offers undergraduate engineering in twolocations, Hobart's School of Engineering offers eight specialisations and Launceston's National Centre for Maritime Engineering and Hydrodynamics (NCMEH) at The Australian Maritime College (AMC) offers three specialisations. Preparing for EA accreditation, the Hobart and Launceston groups co-operated tomake sense of four seemingly disparate elements of engineering curriculum: the TLOs for Engineering, unit learning outcomes (ULOs), unit assessment tasks and the EA's Stage 1 Competency Standard. Inthis paper we describe processes for redeveloping, linkage and auditing of three curriculum elements to build a more cohesive, manageable curriculum structure to meet EA, QA and student expectations.