In the last two decades there has been an increase in research and discussion regarding curriculum in Higher Education (HE). The literature in this field tends to focus on curriculum change at either the whole institution or individual program or unit level. Formal writing on HE curriculum also does not offer a framework that openly draws upon context, learner needs, pedagogical approaches, and industry requirements to formulate a collaborative model of curricular development. To fill these gaps in HE curriculum discussion and literature the aim of this study was to develop a cross-disciplinary model applicable to both unit (academic module that makes up a program) and program (degree) levels of curriculum development by enabling academics to generate and structure engaging learning opportunities for students. The research team developed this model by drawing on elements of Agile mindset and Backward Design. We call it "Agile Backward Design" (ABD). This paper reports on this new approach to curricular design. A critical reflective inquiry approach was used to discuss the development of the model. To report the transformation that was made at the program and unit level a case study was employed. In ABD, the researchers have constructed a dynamic and responsive framework that has been foundational in the design and development of innovative curriculum and pedagogy at the unit and program level of undergraduate degrees in the IT discipline area.