---
title: [BCM] [JCUS] [E3] [BCS] [T2] [CBF] [1] Teaching and Learning Delivery
description: [BCM] [JCU] [E3] [BCS] [T2] [CBF] [1] Teaching and Learning Delivery
image: https://blog.bcm-institute.org/hubfs/JCU%20Graphic%20Folder/JCU%20CBF%201%20Morepost/%5BBCM%5D%20%5BJCU%5D%20%5BE3%5D%20%5BBCS%5D%20%5BT2%5D%20%5BCBF%5D%20%5B1%5D%20Teaching%20and%20Learning%20Delivery.jpg
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##### Institutional Resilience in Action: Business Continuity Management Implementation at JCU Singapore
# \[BCM\] \[JCUS\] \[E3\] \[BCS\] \[T2\] \[CBF\] \[1\] Teaching and Learning Delivery
[![\[BCM\] \[JCU\] \[Full Banner\] Business Continuity Management Implementation at JCU Singapore](https://no-cache.hubspot.com/cta/default/3893111/c28ce2ee-dfaa-4e23-b28a-6ae8ca285f06.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/c28ce2ee-dfaa-4e23-b28a-6ae8ca285f06)
Recovery strategy development is the stage of Business Continuity Management (BCM) in which the organisation determines **how critical and time-sensitive activities will continue or be restored following a disruption**.
The strategy translates the recovery requirements established through the Business Impact Analysis (BIA) into practical arrangements covering people, processes, technology, facilities, information, communications, suppliers, and other resources.
For James Cook University Singapore (JCUS), recovery strategies for **CBF-1 Teaching and Learning Delivery** should preserve the University's ability to deliver scheduled learning activities, maintain appropriate academic oversight, communicate changes to students and staff, and recover interrupted teaching in a controlled manner.
This is particularly important because the Singapore campus operates within Singapore's private education regulatory framework.
JCU states that its courses are registered with the Skills and Workforce Development Agency (SWDA), EduTrust governs its operations, and its Singapore campus provides teaching facilities, including lecture and seminar rooms, computer laboratories, and specialist facilities.
### [![Banner \[BCM\] \[E3\] \[BCS\] \[T2\] Recovery Strategies and Justifications](https://no-cache.hubspot.com/cta/default/3893111/473c0465-7023-4f90-be51-f552647b8dc9.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/473c0465-7023-4f90-be51-f552647b8dc9)
[Dr Goh Moh Heng](https://blog.bcm-institute.org/ebook/author/dr-goh-moh-heng) Oct 2, 2026
###### Business Continuity Management Certified Planner-Specialist-Expert
[![x \[BCM\] \[JCU\] Legal Disclaimer Banner](https://no-cache.hubspot.com/cta/default/3893111/e57030e6-3c63-46cc-988b-1eabb945de75.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/e57030e6-3c63-46cc-988b-1eabb945de75)
[](https://cta-redirect.hubspot.com/cta/redirect/3893111/df510fc2-80a2-4d97-bbf1-33ed81bd4c9a)
[![Banner \[BCM\] \[E3\] \[BCS\] \[T2\] Recovery Strategies and Justifications](https://no-cache.hubspot.com/cta/default/3893111/473c0465-7023-4f90-be51-f552647b8dc9.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/473c0465-7023-4f90-be51-f552647b8dc9)
### CBF-1 Teaching and Learning Delivery
[![\[BCM\] \[JCU\] \[E3\] \[BCS\] \[T2\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/10a04273-213c-4b93-a69a-966039c382bb.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/10a04273-213c-4b93-a69a-966039c382bb)
Recovery strategy development is the stage of Business Continuity Management (BCM) in which the organisation determines **how critical and time-sensitive activities will continue or be restored following a disruption**.
The strategy translates the recovery requirements established through the Business Impact Analysis (BIA) into practical arrangements covering people, processes, technology, facilities, information, communications, suppliers, and other resources.
For James Cook University Singapore (JCUS), recovery strategies for **CBF-1 Teaching and Learning Delivery** should preserve the University's ability to deliver scheduled learning activities, maintain appropriate academic oversight, communicate changes to students and staff, and recover interrupted teaching in a controlled manner.
This is particularly important because the Singapore campus operates within Singapore's private education regulatory framework.
JCU states that its courses are registered with the Skills and Workforce Development Agency (SWDA), EduTrust governs its operations, and its Singapore campus provides teaching facilities, including lecture and seminar rooms, computer laboratories, and specialist facilities.
Recovery strategy development should therefore not be approached as selecting a single alternate site or technology solution for the entire Critical Business Function.
Each Sub-Critical Business Function (Sub-CBF) has different dependencies and recovery requirements.
A classroom teaching activity, for example, may be recoverable through online delivery or relocation to another teaching space, while a laboratory activity may depend upon specialist facilities and equipment that cannot readily be replicated remotely.
#### **Relationship with the Business Impact Analysis**
The BIA establishes the consequences of disruption and determines how quickly individual activities need to be restored. Recovery strategies provide the operational means of achieving those requirements.
Two important BIA parameters are:
**Maximum Tolerable Period of Disruption (MTPD).** This represents the point beyond which the consequences of continued disruption become unacceptable to the organisation.
**Recovery Time Objective (RTO).** This establishes the targeted period within which an activity, service, system, or resource should be recovered following disruption.
The RTO should normally fall within the applicable MTPD and provide sufficient margin for stabilisation and subsequent recovery activities.
The selected recovery strategy must therefore restore the Sub-CBF within its RTO under credible disruption scenarios.
The RTOs presented in this chapter are **recommended planning targets** developed for the practical implementation guide.
They should be reconciled with and, where necessary, replaced by the formally approved RTOs established through JCUS's BIA.
Recovery strategy selection should also consider cost, facility and resource readiness, personnel availability and competence, operational urgency, dependencies, and the benefits of additional resilience measures.
These considerations are consistent with the mitigation and strategy-selection principles described in the BCM reference material.
#### [![Banner \[Table\] \[BCM\] \[E3\] \[BCS\] \[T2\] Recovery Strategies and Justifications](https://no-cache.hubspot.com/cta/default/3893111/b310b315-fb2c-4eb5-9036-97fb7da29641.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/b310b315-fb2c-4eb5-9036-97fb7da29641)
Table BCS P2: Recovery Strategies for CBF-1 Teaching and Learning Delivery
| Sub-CBF Code | Sub-Critical Business Function | Recovery Time Objective (RTO) | Recovery Strategy | Recovery Location | Details of Recovery Strategy | Justification for Selected Recovery Strategy |
| --- | --- | --- | --- | --- | --- | --- |
| 1.1 | Determine Teaching Delivery Requirements | 24 Hours | Remote Working | Remote Working Location | Academic management and programme personnel access approved curriculum, enrolment, timetable and planning information remotely. Priority is given to subjects commencing or operating during the disruption period. Decisions and assumptions are recorded centrally. | The activity is important for coordinating teaching but does not normally require immediate physical presence. Secure remote access allows planning to resume quickly without maintaining dedicated alternate facilities. |
| 1.2 | Confirm Subject and Class Offerings | 24 Hours | Remote Working | Remote Working Location | Academic and administrative personnel validate subjects, class availability, capacity and delivery mode using accessible academic records and approved offline extracts where systems are unavailable. Changes are centrally authorised before communication. | A 24-hour recovery supports timely confirmation of teaching arrangements while allowing validation of academic and resource dependencies. Remote execution is cost-effective and largely location-independent. |
| 1.3 | Determine Student Teaching Demand | 24 Hours | Manual Workaround | Remote Working Location | Use available enrolment information, recent reports, and controlled data extracts to estimate class demand if primary systems are unavailable. Academic administration reconciles estimates when normal systems return. | Short-term demand planning can operate from recent validated information. A controlled workaround avoids unnecessary infrastructure investment while supporting timetable and staffing decisions. |
| 1.4 | Allocate Academic Teaching Staff | 8 Hours | Cross-trained Personnel | Primary Office / Remote Working Location | Maintain current teaching allocation, competency and alternate lecturer information. Heads of academic units reallocate classes to suitably qualified personnel and activate adjunct or approved substitute arrangements where necessary. | Teaching cannot continue without appropriately qualified personnel. Cross-training and substitute arrangements provide faster, more flexible recovery than maintaining dedicated standby staff for every subject. |
| 1.5 | Develop and Maintain Teaching Timetable | 8 Hours | Remote Working | Remote Working Location | Timetabling personnel use the primary scheduling platform where available, supported by controlled timetable extracts and spreadsheet-based workarounds. Priority is given to classes within the next teaching day. | Timetabling directly affects students, lecturers and facilities. Remote capability combined with an offline workaround reduces dependency on both the campus and a single scheduling system. |
| 1.6 | Allocate Teaching Rooms and Facilities | 8 Hours | Alternate Processing Site | Alternate Office / Available Teaching Facility | Facilities and academic administration identify unaffected rooms, alternative spaces and permissible changes in delivery mode. Verify room capacity, accessibility, equipment, and safety requirements before reassignment. | Physical teaching disruption requires rapid reallocation rather than waiting for the affected facility to recover. Alternate-space arrangements provide practical resilience while controlling safety and capacity constraints. |
| 1.7 | Prepare Teaching and Learning Materials | 24 Hours | Remote Working | Remote Working Location | Academic staff access centrally stored teaching materials remotely. Essential material is prioritised, with approved local or offline copies used when repositories are temporarily unavailable. | Material preparation can generally tolerate short delays and is well suited to remote working. Maintaining controlled copies reduces dependence on campus access. |
| 1.8 | Publish Digital Learning Materials | 4 Hours | Cloud-based Recovery | Cloud Environment | Restore access to the learning platform or an approved alternate digital distribution channel. Essential materials for imminent classes are published first. Temporary controlled channels may distribute critical materials until normal services return. | Students require timely access to learning resources, particularly when physical teaching is disrupted. Digital recovery provides scalable access independent of campus availability. |
| 1.9 | Prepare Teaching Technology and Classroom Resources | 4 Hours | Third-party Recovery Support | Primary Office / Alternate Teaching Facility | ICT and facilities teams prioritise classroom audiovisual, network and teaching equipment. Spare equipment, portable devices and vendor support are deployed to priority rooms. Where technology cannot be restored, teaching is relocated or moved online. | Technology failure can immediately affect scheduled classes. Combining internal spares with supplier support avoids the cost of duplicating complete classroom environments. |
| 1.10 | Deliver Face-to-Face Lectures and Classes | 4 Hours | Alternate Processing Site | Alternate Teaching Facility | Classes are relocated to unaffected rooms or suitable alternative teaching spaces. Where relocation is impractical, authorised classes transition temporarily to online or hybrid delivery. Students receive revised location or access instructions. | Live teaching is highly time-sensitive. Multiple delivery modes provide greater recovery reliability than dependence on replacement physical space alone. |
| 1.11 | Deliver Online or Remote Teaching | 2 Hours | Cloud-based Recovery | Cloud Environment / Remote Working Location | Lecturers use approved virtual teaching platforms from remote locations. Backup communication channels, alternative conferencing capability and downloadable materials support temporary platform degradation. | Online teaching is inherently location-independent but highly technology-dependent. Rapid cloud-based recovery limits loss of scheduled teaching and supports campus-wide disruption scenarios. |
| 1.12 | Deliver Hybrid Teaching Activities | 4 Hours | Workload Prioritisation | Primary Office / Remote Working Location | Restore the viable delivery component first. If classroom technology is unavailable, teaching may temporarily become fully online; if remote platforms fail, available students may receive face-to-face delivery with catch-up arrangements for others. | Hybrid teaching has both physical and digital dependencies. Flexible conversion to the functioning delivery mode reduces recovery complexity and prevents a single dependency from stopping the entire class. |
| 1.13 | Deliver Tutorials, Workshops and Interactive Learning | 4 Hours | Remote Working | Remote Working Location / Alternate Teaching Facility | Interactive sessions are relocated or converted to virtual breakout sessions, online collaboration, moderated discussion or other suitable teaching formats. Essential participation records are maintained. | Most tutorial interaction can be recreated using alternative physical or digital methods without compromising the entire learning activity. |
| 1.14 | Deliver Laboratory and Practical Teaching | 24 Hours | Alternate Processing Site | Alternate Teaching / Laboratory Facility | Reschedule priority practical sessions to unaffected specialist facilities. Where educationally appropriate, simulations, demonstrations or theory components may be delivered temporarily before practical activities are recovered. | Specialist equipment and safety requirements limit remote substitution. A longer RTO permits safe facility validation and controlled rescheduling without compromising practical teaching requirements. |
| 1.15 | Provide Academic Consultation and Learning Guidance | 8 Hours | Remote Working | Remote Working Location | Academic staff conduct consultations through approved video, telephone, messaging or digital appointment channels. Priority is given to students facing imminent assessments or significant academic issues. | Consultation is important but can be recovered remotely. Prioritisation ensures scarce academic capacity is directed toward the most time-sensitive cases. |
| 1.16 | Monitor Student Attendance and Participation | 24 Hours | Manual Workaround | Primary Office / Remote Working Location | Lecturers maintain temporary attendance records using controlled spreadsheets or approved forms. Retain digital participation records where available and reconcile them with the official system after restoration. | Attendance information can be captured manually for a limited period without interrupting teaching. This provides a low-cost and reliable workaround. |
| 1.17 | Monitor Teaching Delivery and Class Completion | 24 Hours | Manual Workaround | Remote Working Location | Academic units maintain a disruption-period teaching completion register identifying delivered, relocated, cancelled, rescheduled and outstanding classes. Records are reconciled after normal systems resume. | Management needs visibility of outstanding teaching obligations, but sophisticated systems are not required for short-term continuity. A controlled register provides sufficient recovery capability. |
| 1.18 | Manage Academic Staff Unavailability | 2 Hours | Cross-trained Personnel | Primary Office / Remote Working Location | Academic management activates lecturer substitution, class exchange, adjunct support, workload redistribution or rescheduling. Current competency and substitute lists support rapid assignment. Students are advised promptly of changes. | Staff absence can immediately prevent scheduled teaching. Pre-identified substitutes and workload redistribution provide faster recovery than recruitment or extensive rescheduling. |
| 1.19 | Manage Teaching Facility Disruption | 1 Hour | Alternate Processing Site | Alternate Teaching Facility | Facilities and academic management assess affected locations, isolate unsafe areas and identify unaffected teaching rooms or alternate spaces. Classes may be relocated, moved online, or rescheduled based on priority. | Safety and live teaching schedules require rapid action. Alternate facilities and delivery modes prevent a localised facility failure from escalating into widespread teaching interruption. |
| 1.20 | Manage Digital Learning or ICT Disruption | 1 Hour | Disaster Recovery / Cloud-based Recovery | Disaster Recovery Site / Cloud Environment | ICT incident and recovery procedures are activated. Priority is given to identity services, connectivity, learning platforms, communication tools and essential academic applications. Temporary alternate channels support teaching while technical restoration proceeds. | Digital services support multiple teaching modes simultaneously. A short RTO reflects the potentially broad impact of ICT failure and requires coordinated technical recovery, not manual workarounds alone. |
| 1.21 | Communicate Teaching Changes to Students and Staff | Immediate | High Availability System | Cloud Environment | Activate pre-approved disruption communications using available channels such as institutional email, learning platforms, messaging services and other approved notification mechanisms. Messages state affected classes, temporary arrangements and next update time. | Delayed or inconsistent information can amplify disruption. Communication therefore requires immediate activation and multiple channels rather than dependence on one system. |
| 1.22 | Provide Accessible and Alternative Teaching Arrangements | 4 Hours | Remote Working | Remote Working Location / Alternate Teaching Facility | Academic and student-support personnel identify students who require accessible arrangements and provide appropriate digital, physical, or scheduling alternatives. Consider accessibility requirements before activating alternate delivery. | Continuity arrangements must remain usable by affected students. Incorporating accessibility into recovery avoids creating secondary barriers through emergency delivery arrangements. |
| 1.23 | Prioritise Teaching During Major Disruption | 1 Hour | Workload Prioritisation | Primary Office / Remote Working Location | Academic leadership applies predefined prioritisation criteria based on imminent assessments, programme requirements, student progression, specialist facilities, cohort needs and available resources. Lower-priority activities may be temporarily deferred. | A major disruption may make full recovery impossible within available capacity. Prioritisation directs scarce resources toward activities with the greatest time sensitivity and academic impact. |
| 1.24 | Recover Missed or Interrupted Teaching | 24 Hours | Workload Prioritisation | Primary / Alternate / Remote Teaching Location | Academic units identify lost teaching hours and determine appropriate recovery through replacement classes, extended sessions, online delivery, recorded content or timetable adjustments. Recovery actions are tracked to completion. | Not every interrupted class requires immediate replacement, but recovery planning should commence quickly to prevent cumulative academic impact and timetable congestion. |
| 1.25 | Reconcile and Confirm Teaching Completion | 48 Hours | Manual Workaround | Primary Office / Remote Working Location | Academic administration compares planned classes against delivered, rescheduled and recovered activities. Exceptions are referred to programme leadership, and outstanding obligations remain tracked until completed. | Reconciliation occurs after immediate teaching continuity has stabilised. A 48-hour target allows accurate consolidation while prioritising active delivery and student communication. |
| 1.26 | Return Teaching Operations to Normal | 72 Hours | Phased Return to Primary Operations | Primary Office / Campus | Academic, facilities and ICT teams confirm that teaching rooms, technology, platforms, staffing and support arrangements are sufficiently stable. Temporary arrangements are withdrawn in stages, outstanding data is reconciled, and stakeholders are advised of normalisation. | Premature return can cause repeat disruption. A controlled transition provides time to validate dependencies, reconcile temporary records and ensure that normal operations are sustainable before continuity arrangements are closed. |
#### **Implementation Considerations**
The table should not be interpreted as requiring JCUS to maintain 26 independent recovery solutions.
Many of the recommended arrangements should be established as **shared recovery capabilities** supporting multiple Sub-CBFs.
For example, remote-working capability can support teaching planning, academic consultation, timetable management and administrative coordination.
A resilient digital learning environment can support online teaching, publication of learning materials and hybrid delivery.
Alternate teaching facilities can support lectures, tutorials and selected practical activities. Cross-trained academic personnel can address lecturer unavailability and support workload redistribution during major disruptions.
JCUS should therefore consolidate these requirements into a manageable portfolio of recovery capabilities covering:
- **Alternative teaching delivery** — switching among face-to-face, online and hybrid delivery.
- **Alternative facilities** — use of unaffected rooms, alternate teaching spaces and specialist facilities.
- **Remote academic operations** — secure access for academic and administrative personnel.
- **ICT and digital learning recovery** — resilient learning platforms, connectivity, identity services and collaboration technologies.
- **Academic workforce resilience** — substitute lecturers, cross-trained personnel and workload redistribution.
- **Emergency communications** — multiple channels for rapidly communicating teaching changes.
- **Manual workarounds** — controlled temporary records for attendance, class completion, scheduling and reconciliation.
- **Teaching prioritisation** — predefined criteria for allocating constrained people, facilities and technology during severe disruption.
This capability-based approach reduces unnecessary duplication while allowing different Sub-CBFs to invoke the same underlying recovery resource at different levels of urgency.
#### **Alignment of RTO and Recovery Strategy**
RTO should directly influence the sophistication and readiness of the recovery arrangement.
Activities with an **Immediate to 2-hour RTO**, such as disruption communications, major-disruption prioritisation, staff-unavailability management and digital-learning incident management, require capabilities that are already available or can be activated with minimal preparation.
These activities should not depend upon acquiring equipment, negotiating facilities or identifying personnel after an incident occurs.
Activities with a **4- to 8-hour RTO** can generally use prepared alternate delivery arrangements, remote working, spare resources and pre-agreed relocation procedures.
Nevertheless, the necessary access rights, equipment, contact information, and decision authorities should be established before disruption.
Activities with **24-hour or longer RTOs** may make greater use of controlled manual workarounds, rescheduling, reconciliation and phased restoration because the organisation has more time to mobilise resources.
The RTO is therefore not simply a target appearing in the BIA. It is an important design constraint for determining how much recovery capability must be prepared in advance.
#### **Recovery Strategy Activation**
Incorporate recovery strategies into the Business Continuity Plan (BCP) with clear activation criteria.
Activation should identify the affected Sub-CBFs, expected duration of disruption, required RTOs, available people and facilities, affected technologies, student populations, dependencies and communications requirements.
The response should then select the least disruptive recovery option that meets the required RTO.
For example, a single unavailable classroom may require only room relocation, while loss of the campus may require large-scale conversion to remote teaching.
Failure of a digital learning platform may require technical recovery and temporary alternate distribution channels, while widespread staff unavailability may require class prioritisation and lecturer substitution.
Recovery strategies should therefore remain **scenario-flexible rather than scenario-specific** wherever practical.
#### **Validation and Testing**
JCUS should validate the proposed strategies through exercises and practical tests.
Testing should confirm that lecturers can access required resources remotely, alternative teaching platforms can support expected demand, communications reach students and staff, teaching spaces can be reassigned quickly, substitute academic staff can be identified, manual records can subsequently be reconciled, and decision-makers understand the authority required to change delivery modes.
Pay particular attention to interdependencies between academic operations, ICT, facilities, student services, communications, and external service providers.
A strategy that appears viable in isolation may fail if a supporting dependency cannot recover within the same timeframe.
Testing should also verify that alternative arrangements preserve required academic, accessibility, safety, information-security and student-support controls rather than simply restoring the activity quickly.
#### [![Banner \[BCM\] \[E3\] \[BCS\] \[Summing Up\] \[T2\] Recovery Strategies and Justifications](https://no-cache.hubspot.com/cta/default/3893111/317d6303-6c77-453c-a507-827f436afd9f.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/317d6303-6c77-453c-a507-827f436afd9f)
Recovery strategies turn the BIA's findings into **actionable continuity capabilities**.
For CBF-1 Teaching and Learning Delivery, they provide JCUS with predefined methods for maintaining or restoring teaching when academic personnel, campus facilities, digital platforms, classroom technology or other supporting resources become unavailable.
Different Sub-Critical Business Functions require different recovery strategies because their operational characteristics differ.
Digital teaching can often be recovered through cloud services and remote working; physical classroom teaching may require alternate facilities; laboratory teaching may require specialist infrastructure; staff disruption may require cross-trained personnel; and administrative monitoring activities may be sustained temporarily through manual workarounds.
RTOs provide an essential basis for selecting these strategies.
The shorter the required recovery time, the greater the need for pre-positioned resources, automated resilience, alternate capacity, established decision authority and tested procedures.
Longer RTOs permit more economical approaches such as manual processing, rescheduling and phased restoration.
The appropriate strategy should nevertheless balance **resilience, cost, operational practicality, technology dependency, resource availability and applicable regulatory and quality requirements**.
The objective is not to create the most expensive recovery solution, but to establish a sufficiently reliable capability to recover within the required timeframe and at an acceptable service level.
For JCUS, this balance is especially relevant because continuity of teaching operates within a broader quality and regulatory environment. The Singapore campus states that it operates under the Private Education Act framework and EduTrust requirements administered by SWDA, while EduTrust encompasses academic processes, student protection and institutional quality expectations.
Once documented in the BCP, assigned to accountable owners, supported by resources, and regularly exercised, these recovery strategies give JCUS a structured mechanism to move from disruption response to temporary continuity, progressive recovery, and eventual return to normal teaching operations.
They also strengthen recovery readiness and the overall resilience of **CBF-1 Teaching and Learning Delivery**.
[](https://cta-redirect.hubspot.com/cta/redirect/3893111/3aefb2d2-3110-47c1-ad4f-d3e6e5381066)
[![\[BCM\] \[JCU\] \[3/4 Banner\] Business Continuity Management Implementation at JCU Singapore](https://no-cache.hubspot.com/cta/default/3893111/d81098d9-9f30-4c17-a897-2fc202440adc.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/d81098d9-9f30-4c17-a897-2fc202440adc)
| **eBook 3: Starting Your BCM Implementation** | | | | | | |
| --- | --- | --- | --- | --- | --- | --- |
| **MBCO** | **P&S** | **RAR T1** | **RAR T2** | **RAR T3** | **BCS T1** | **CBF** |
| [![\[BCM\] \[JCU\] \[E3\] \[BIA\] MBCO Corporate MBCO](https://no-cache.hubspot.com/cta/default/3893111/37db16b1-9a61-4815-adbb-527771b7bd35.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/37db16b1-9a61-4815-adbb-527771b7bd35) | [![\[BCM\] \[JCU\] \[E3\] \[BIA\] \[PS\] Key Product and Services](https://no-cache.hubspot.com/cta/default/3893111/3117a3bf-33fd-4522-a373-4ce343e253a6.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/3117a3bf-33fd-4522-a373-4ce343e253a6) | [![\[BCM\] \[JCU\] \[E3\] \[RAR\] \[T1\] List of Threats](https://no-cache.hubspot.com/cta/default/3893111/de614923-e16d-4c4b-878e-60b97f56183f.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/de614923-e16d-4c4b-878e-60b97f56183f) | [![\[BCM\] \[JCU\] \[E3\] \[RAR\] \[T2\] Treatment and Control](https://no-cache.hubspot.com/cta/default/3893111/71606f66-523b-41e0-af99-19f5e4cc2f37.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/71606f66-523b-41e0-af99-19f5e4cc2f37) | [![\[BCM\] \[JCU\] \[E3\] \[RAR\] \[T3\] Risk Impact and Likelihood Assessment](https://no-cache.hubspot.com/cta/default/3893111/0192071d-0c49-4a20-a2a8-f0894418f873.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/0192071d-0c49-4a20-a2a8-f0894418f873) | [![\[BCM\] \[JCU\] \[E3\] \[BCS\] \[T1\] Mitigation Strategies and Justification](https://no-cache.hubspot.com/cta/default/3893111/12b9c723-7ba3-4523-a1c2-0e75dc09a4e3.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/12b9c723-7ba3-4523-a1c2-0e75dc09a4e3) | [![\[BCM\] \[JCU\] \[E1\] \[C10\] Identifying Critical Business Functions](https://no-cache.hubspot.com/cta/default/3893111/b7aaf4cf-e4f4-4e31-bb8f-6885a5f2203d.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/b7aaf4cf-e4f4-4e31-bb8f-6885a5f2203d) |
| **CBF-1 Teaching and Learning Delivery** | | | | | | |
| **DP** | **BIAQ P1** | **BIAQ P2** | **BIAQ P3** | **BIAQ P4** | **BIAQ P5** | **BIAQ P6** |
| [![\[BCM\] \[JCU\] \[E3\] \[BIA\] \[DP\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/87dc20a3-b9ed-454a-90ee-2ca3e2419322.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/87dc20a3-b9ed-454a-90ee-2ca3e2419322) | **[![\[BCM\] \[JCU\] \[E3\] \[BIA\] \[T1\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/c0d85e4b-2df7-44ee-9c25-4112e99a64f3.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/c0d85e4b-2df7-44ee-9c25-4112e99a64f3)** | **[![\[BCM\] \[JCU\] \[E3\] \[BIA\] \[T2\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/3d5d03b2-0465-4e70-8920-efbaf80a835c.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/3d5d03b2-0465-4e70-8920-efbaf80a835c)** | **[![\[BCM\] \[JCU\] \[E3\] \[BIA\] \[T3\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/4107cc4d-b5ca-486c-bca0-d2a049b8c752.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/4107cc4d-b5ca-486c-bca0-d2a049b8c752)** | **[![\[BCM\] \[JCU\] \[E3\] \[BIA\] \[T4\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/e9bd80ac-aa4d-4da0-873e-92bb036ae9c9.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/e9bd80ac-aa4d-4da0-873e-92bb036ae9c9)** | **[![\[BCM\] \[JCU\] \[E3\] \[BIA\] \[T5\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/7c619369-8c50-4876-a478-749b847adee0.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/7c619369-8c50-4876-a478-749b847adee0)** | **[![\[BCM\] \[JCU\] \[E3\] \[BIA\] \[T6\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/bdb520b6-bc53-40cf-bc72-5e4eb5c2d1ae.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/bdb520b6-bc53-40cf-bc72-5e4eb5c2d1ae)** |
| | | **BCS T2** | **BCS T3** | **PD** | | |
| | | [![\[BCM\] \[JCU\] \[E3\] \[BCS\] \[T2\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/10a04273-213c-4b93-a69a-966039c382bb.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/10a04273-213c-4b93-a69a-966039c382bb) | [![\[BCM\] \[JCU\] \[E3\] \[BCS\] \[T3\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/d2ec73f8-a65d-473f-9a70-afa20ac0b990.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/d2ec73f8-a65d-473f-9a70-afa20ac0b990) | [![\[BCM\] \[JCU\] \[E3\] \[PD\] \[CBF\] \[1\] Teaching and Learning Delivery](https://no-cache.hubspot.com/cta/default/3893111/41fe68b0-13dc-4690-bd61-369c6da03192.png)](https://cta-redirect.hubspot.com/cta/redirect/3893111/41fe68b0-13dc-4690-bd61-369c6da03192) | | |
| | | | | | | |
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