The curriculum and syllabus containing integrative competence pedagogy require sequencing to capture the unique themed application of the knowledge and skills the subject matter addresses at the course level. This is important because the skills and academic components of each curriculum vary depending on the specific environment for which they are designed to solve problems. These variations impose on curriculum designers the need to accommodate the ability to increase or reduce the amount of academic theory, practical work, and life skills required to develop mastery of a contextualized curricula theme. Each component element of academic theory, practical work, and life skills defined within the scope of requirements of tasks performance should have a weight that allows accurate calculation of the expected competencies.

Skills and academic theory are not restricted to the educational environment only, they are applied at home, work, playgrounds, performances, as well as schools. If students are provided the skills to capture their competencies (skills and academic theory) applied in these contexts the exercise will serve as reminders when they encounter similar tasks or when they want to transfer such skills to other tasks with similar characteristics and contexts. Students also become self-sufficient learners who have developed mastery of learning how to learn for application in self-directed circumstances.