The next edition of the European Society for Engineering Education (SEFI) Mathematics Working Group's curriculum document will be based on the notion of mathematical competence. This approach aims particularly to capture higher-level learning goals that go beyond the traditional content-related and often small-scale description of learning outcomes. In this contribution, "classical" and more recent learning arrangements are investigated regarding their potential for competence acquisition. The learning arrangements include lectures, assignments, tutorials, laboratories, projects and technology enhanced learning arrangements. We relate these to the eight competencies identified in the current SEFI curriculum discussion document and explore the contribution each of the different learning arrangements may provide for competency acquisition.