This paper examines the process of collaborative curriculum design and how, by using industry models as a benchmark, collaborative partnerships can overcome traditional institutional barriers and drive quality enhancements. The convergence of cinema, television, gaming and other forms of virtual reality and interactive storytelling means that the boundaries between the traditional production roles are also being blurred or removed completely. The question faced by AFTRS in 2016 was how does “film” education respond to such a dramatic shift in the industry landscape when the institution itself is deeply structured both culturally and operationally along traditional film departments? This case study examines how collaborative partnerships were built across twelve departments (e.g. Directing, Producing, Screenwriting etc.) to move away from a discipline-based curriculum and towards a more conceptual approach to screen content education. What techniques can be used to enable traditionally siloed disciplines find common ground? What principles can be used to resolve competition around timetable “real-estate” and resources? How can industry and students become central to this collaboration? By creating a design process that replicates the collaborative partnerships that are emerging across our industry, we have developed a curriculum that embeds these same practices and better prepares students for the cross-disciplinary opportunities in our field.