Design education is taking on new forms at many universities around the world, since many people see that a designer today works in many different contexts with many different materials. In Europe, the Bologna reform of higher education is therefore timely. It offers a possibility to reflect and restructure design curricula for the changing world of design. In this paper we outline the development of a Bologna style curriculum for a Master of Science (two years) with a Major in Design at Linköpings universitet in Sweden. The Master's Programme in Design is multidisciplinary, and the guiding principle is that a designer of tomorrow will work less with specific materials and more within differing design contexts. A problem we faced with the studio classes was how to define progression. In order to structure the progression we identified a set of core competences for designers. These competences are used to define areas within which learning outcomes can be defined. The competence fields are; Vision & concept, Design methods, Tools & materials, User & actor perspective, Versatility, Design theory & research and Continuous competency development. Our conclusion is progression in studio classes can be structured in relation to these fields.