Higher Certificate programmes serve as a bridge for students who do not meet the entry requirements for degree programmes, providing an opportunity to acquire the essential skills they may be lacking to complete or gain access to undergraduate studies of their choice. For these programmes to be effective, curriculum design must fully consider the Higher Certificate students as individuals with specific and unique learning needs, who often enter with varying levels of academic preparedness. Curriculum designers often assume that students already possess certain skills, including digital competencies and soft skills such as planning and time management. However, a lack of these skills might contribute to poor academic performance. Curriculum designers structure a framework that outlines the content to be taught where they define who will teach, who will learn, the tools and resources to be used, the learning context and the intended outcomes and assessment criteria. At a Private Higher Education (PHE) institution, the curriculum design of a Higher Certificate software module required critical re-evaluation due to poor throughput rates. This raised key questions: Should we redesign the curriculum? And how can we redesign the curriculum to support inclusivity, engagement, and academic performance? This case study reflects on the design process and the collaborative efforts among key stakeholders, including the head of the programme, lecturers, curriculum developers, and students, to improve the curriculum and assessment strategies. Drawing on Elizabeth Sanders’ research on co-design, this study emphasises the importance of stakeholder involvement in shaping meaningful, human-centred solutions. This study looked at students' and lecturers' roles as active contributors to curriculum design. Using the Double Diamond design process as a theoretical framework, the research explores how human-centred and collaborative design principles can be applied to address curriculum challenges. The study highlights the value of collaborative engagement through multiple iterations, real-time testing, and structured feedback loops. Ultimately, this research contributes insights into the benefits, challenges, and lessons learned in curriculum design while demonstrating how Human-centred, collaborative engagement fosters a sustainable learning community where stakeholders can co-create meaningful learning experiences.