In the era of Artificial Intelligence, the demand for Computing Sciences graduates continues to rise. Therefore, degrees related to Computing Sciences are offered at many higher education institutions (HEIs) globally. This paper aims to present a systematic approach for analysing Computing Sciences curricula in HEIs. This two-step approach first uses the IS2020 international curricula model for analysing modules according to its five competency realms. The second step in the approach categorises the learning outcomes of each module according to the levels of cognitive learning in Krathwohl’s Taxonomy (a revision of Bloom’s Taxonomy). Two HEIs were investigated, one in South Africa and the other in Germany. The research methods used analysis of documents related to the degrees at both universities, which were verified by the lecturers responsible for the modules in these degrees. The findings confirmed that the categorisation of the modules according to the IS2020 competency realms and Krathwohl’s Taxonomy provides a systematic approach to investigate the curricula for degrees that need to prepare professional programmers for industry. A limitation of the research was that the data were only collected from two HEIs. However, the proposed approach and the lessons learnt from the application thereof can still be useful to educators. In particular, the teaching experiences and practices at the two HEIs can provide insights into Computing Sciences curricula development. These insights can, in turn, set the foundation for addressing the gaps in learning outcomes in future curricula improvement initiatives.