Employability and the creation of a workforce have emerged as topical issues in the context of ever-changing technology and the interdisciplinarity of education and training. English, introduced as a compulsory subject in all university programmes, has come to serve as a skill that enhances employment opportunities. The number of graduates from the Arts, Commerce, and Science streams lacks the basic communicative competence needed for professional roles in the workplace. The paper subscribes to a design-based, descriptive approach in designing the English Curriculum. It also attempts to ascertain the efficacy of the existing curriculum and specifies the approach needed in English Curricula. This paper undertakes to integrate the concepts of English for Specific Purposes (ESP), communicative competence, and digital literacy based on the principles of Outcome-Based Education (OBE) and aligned with the National Education Policy 2020. The study is grounded in the pedagogic models and fuses with existing research. It proposes a competency-based, discipline-sensitive curriculum model centred on task-based, inter-disciplinary and flexible pedagogy, with authentic testing. In its objective, this study aims at contributing to the existing debates on curriculum change by offering a feasible model for bridging the gap between academic curricula and workplace requirements.