CTS Module(s) ENT 1020, TOU 2040, FOD 2150, FOD 2160 & FOD 2170

ED3700 CTS Module Planning Alphanumeric Code and Title

Component 2: Integrated Assessment Plan CTS Level(s) Intermediate

Introductory, Intermediate, Advanced

Teacher Name(s): Diego Menjivar & Alicia Ebelher Duration ~50 hours (38 80-minute classes)
Total Instructional Hours Allotted

CTS Module/Program Considerations:

● Modules: ENT 1020, TOU 2040, FOD 2150, FOD 2160 & FOD 2170
● Prerequisite(s): FOD 1010
● Model of Implementation: Self-Directed Learning/ Teacher-Directed Learning/Researching / mini-lessons/ Exploratory/Discussions
● Pathway: Exploratory
● Safety: Workstation Safety (WHMIS included), in case of an Emergency Poster, Internet Safety, Food handling safety training, food and
beverage equipment
handling, and a clear policy laid out on day one on preventing injuries (Slip, Trip, or Fall) and Ergonomics.
● Other: Foods Lab Use Policy, OHS policies, Copyright, Fire Hazards Safety Course, Guest Speaker
General Notes/Reminders:
 Pre-assess existing knowledge toward food, beverages, innovation, and Entrepreneurial vocabulary and skills.
 Safety of students – working with community members, occupational health and safety
 Investigate learning needs of individual students (IPP/IEP, etc.)
 Share and confirm dates of field trip to food ventures around Lethbridge
 Online Portfolio expectations and reminders
 Add blog posts in Online Portfolio
Essential Understanding(s): Essential Question(s):
“20 years from now, students should know/remember/be able to do … having successfully completed this - Engages Students / Provokes Interest
module”. - Promotes Inquiry / Complex Responses
The intent of this program is to expose students to the career and post-secondary opportunities that exist  What makes a food venture desirable to a consumer?
after completion of high school and to help them develop the skills and knowledge that may allow them to  What impact does international cuisine have on this food venture?
become an entrepreneur after completion of high school. This program also intends to allow students to be  How can you best match the needs of the consumers?
exposed to the food and beverage service industry where they will develop the skills and knowledge they  How do we demonstrate appropriate occupational health and safety, so our consumers feel safe?
need to own and operate their own food venture. Students will demonstrate skills and knowledge in personal  What does a venture plan look like?
management, teams work, safety and sanitation, planning, preparing and evaluation of product, and use of  How do serve food and beverages effectively to our consumers?
techniques and tools in food preparation while being exposed to foods from a variety of cultures.  Why is important to promote international cuisine?
 What is the role of international cuisine in this food venture plan?
Essential Processes: Essential Products:
 Demonstrate (cooking skills and entrepreneurial skills)  Brochure (Tourism location of their food/beverage choice)
 Research/ investigate (Safety hazards, culture (food), and economy (venture plan)  Food Menu (introduction and explanation of international cuisine)
 Compose (various food venture packages)  Blog Posts (Website to keep the information/ portfolio of their work)
 Communicate (with peers and guests)  Online Portfolio (where they can add their blogs and keep up with their work)
 Assess (Self and Peers)  Guest Speaker (Presentation of what a venture food plan looks like)
 Reflect
Pre-existing Knowledge and Skills: Where Does This Lead?

FOD1010: Foods Basic is a prerequisite module for TOU 2040 (Food and Beverage Service), FOD 2150 (Safe
Food Handling), FOD 2160 (Food Venture) and FOD 2170 (International Cuisine). In FOD1010, students learned
to demonstrate knowledge and skills in the planning, preparing and evaluating of basic food recipes. Students
have identified and demonstrated factors relating to safety and sanitation. As well as research common
methods of hazard assessment and control. Before TOU 2040 students would have needed to complete
module TOU1010: The Tourism Sector, which means students will have already been exposed to tourism
vocabulary. However, if students already have FOD 1010 under their belts, TOU 1010 is no longer mandatory.
The knowledge and skills developed in these five modules promote success in future intermediate or
advanced tourism and food studies modules such as: TOU2910- TOU Project B; TOU3040 - Accommodations
and Operations; TOU3060 – Destination Management; ENT3010: Managing the Venture; FOD3130: The Food
Entrepreneur; FOD3900: Food Safety. This module provides students with a foundation of knowledge which
will help them continue their future modules at a student-led pace. Students can take their interest and
passions from this course and continue to work in the area. Such as certain venture plan, new design around a
specific location and new international cuisine. This could lead to job opportunities in any tourism and food
studies field, and a business field.  

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 CTS Module(s) ENT 1020, TOU 2040, FOD 2150, FOD 2160 & FOD 2170
ED3700 CTS Module Planning Alphanumeric Code and Title

Component 2: Integrated Assessment Plan CTS Level(s) Intermediate

Introductory, Intermediate, Advanced

Teacher Name(s): Diego Menjivar & Alicia Ebelher Duration ~50 hours (38 80-minute classes)
Total Instructional Hours Allotted

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 CTS Module(s) ENT 1020, TOU 2040, FOD 2150, FOD 2160 & FOD 2170
ED3700 CTS Module Planning Alphanumeric Code and Title

Component 2: Integrated Assessment Plan CTS Level(s) Intermediate

Introductory, Intermediate, Advanced

Teacher Name(s): Diego Menjivar & Alicia Ebelher Duration ~50 hours (38 80-minute classes)
Total Instructional Hours Allotted

Title Introduction Food Preparation Venture Project

Purpose / Type
Pre-Assessment / Diagnostic Preassessment Formative Formative Summative Formative Summative Summative Formative Summative Summative Formative
Formative
Summative

Task Venture
Process Field Trip Reflection Preparation and Preparation and
Competencies Peer Interview International Cuisine Venture Journey Venture Reflection/
Answer the Question: Presentation of Food Presentation of food Venture Research Venture Menu Venture Plan Venture Presentation
Growth / Development (Script or Video) Brochure Blog/Vlog Posts Evaluation
Product “What did you Item item (Potluck)
Performance Task learn?”
Quiz / Test

Modality
Say or Write Say or Write Do Do Write/Do/Say Do/Write Write & Do Say &/or Write Write & Do Do Say
Learning
Write
Do
Say

Outcomes Assessor
Self Peer, Teacher & Self Teacher Teacher & Self Teacher Self &Teacher Teacher Teacher Teacher Teacher Teacher Peer & Teacher
Peer
Teacher

Device
Anchor / Sample / Exemplar
Anecdotal Notes Response via Flip
Checklist / Rating Scale Conversation (Q&A) Class Discussion Teacher Comments Rubric Q&A Rubric Rubric Completion Rubric Checklist Grid from, Peers &
Conversation / Q & A Teacher
Heuristic
Rubric
Other

Audience Individual, Class, Individual, Class, Class, School, Online Individual, Class, Individual, Class, Individual, Class, Individual, Class & Individual, Class,
Individual Individual, Class Class Individual & Class
Class / School School Online Community Community Online Community Online Community Online Community School Online Community
Community / Online

Weighting - - - 20% - 15% 20% - 25% 20% -

Groupings of Learner
Outcomes
Learning Activities/Tasks

Yellow FOD 2160: Food Venture

Green FOD 2150: Safe Food Handling
Blue FOD 2170: International Cuisine
Purple TOU 2040: Food & Beverage Service
Red ENT1020: Elements of a Venture Plan

1. develop an understanding of food and beverage products Students will describe Students will Students will
1.1 identify basic meat, poultry and seafood products different foods and identify the identify the
1.2 describe basic soups and sauces beverages meaning of food meaning of food
1.3 identify common food preparation terms preparation terms preparation terms
1.4 develop a knowledge of various types of beverages Students will identify
2. demonstrate knowledge of tools and equipment tools and equipment Students will use Students will use
2.1 identify tableware used in the food and beverage industry used in the food tools and tools and

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 CTS Module(s) ENT 1020, TOU 2040, FOD 2150, FOD 2160 & FOD 2170
ED3700 CTS Module Planning Alphanumeric Code and Title

Component 2: Integrated Assessment Plan CTS Level(s) Intermediate

Introductory, Intermediate, Advanced

Teacher Name(s): Diego Menjivar & Alicia Ebelher Duration ~50 hours (38 80-minute classes)
Total Instructional Hours Allotted

2.2 identify bar tools and equipment service industry equipment properly equipment properly

7.4 observe safe practices, including:

7.4.1 personal hygiene
7.4.2 sanitation of equipment and work areas
7.4.3 prevention of accidents
7.4.4 injury treatment and handling
Students will Identify Students will
7.5 develop an understanding of the following programs and
aspects of a venture research aspects
legislation:
that stood out to that are important
7.5.1 no smoking bylaws
them to the planning and
7.5.2 Personal Information Protection and Electronic Documents
operation of a
Act (PIPED)
venture
7.5.3 Be Food Safe
7.5.4 Alberta Server Intervention Program
7.5.5 Pro Serve
8.2 acquire an industry perspective; e.g., hiring practices, site
tour, interviews

8. demonstrate professionalism in the work environment Students will work Students will work
8.1 outline standards for professionalism, including: with others and act in with others and act in
8.1.1 dress code a professional manner a professional manner
8.1.2 addressing harassment issues
8.1.3 professional conduct Students will Students will
9. demonstrate basic competencies demonstrate basic demonstrate basic
9.1 demonstrate fundamental skills to: competencies competencies
9.1.1 communicate
9.1.2 manage information
9.1.3 use numbers
9.1.4 think and solve problems
9.2 demonstrate personal management skills to:
9.2.1 demonstrate positive attitudes and behaviors
9.2.2 be responsible
9.2.3 be adaptable
9.2.4 learn continuously
9.2.5 work safely
9.3 demonstrate teamwork skills to:
9.3.1 work with others
9.3.2 participate in projects and tasks
6. demonstrate basic competencies
6.1 demonstrate fundamental skills to:
6.1.1 communicate
6.1.2 manage information
6.1.3 use numbers
6.1.4 think and solve problems
6.2 demonstrate personal management skills to:
6.2.1 demonstrate positive attitudes and behaviours
6.2.2 be responsible
6.2.3 be adaptable
6.2.4 learn continuously
6.2.5 work safely
6.3 demonstrate teamwork skills to:
6.3.1 work with others
6.3.2 participate in projects and tasks
5. demonstrate basic competencies
5.1 demonstrate fundamental skills to:
5.1.1 communicate
5.1.2 manage information
5.1.3 use numbers
5.1.4 think and solve problems
5.2 demonstrate personal management skills to:
5.2.1 demonstrate positive attitudes and behaviours
5.2.2 be responsible
5.2.3 be adaptable
5.2.4 learn continuously
5.2.5 work safely
5.3 demonstrate teamwork skills to:
5.3.1 work with others
5.3.2 participate in projects and tasks

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 CTS Module(s) ENT 1020, TOU 2040, FOD 2150, FOD 2160 & FOD 2170
ED3700 CTS Module Planning Alphanumeric Code and Title

Component 2: Integrated Assessment Plan CTS Level(s) Intermediate

Introductory, Intermediate, Advanced

Teacher Name(s): Diego Menjivar & Alicia Ebelher Duration ~50 hours (38 80-minute classes)
Total Instructional Hours Allotted

5. demonstrate basic competencies

5.1 demonstrate fundamental skills to:
5.1.1 communicate
5.1.2 manage information
5.1.3 use numbers
5.1.4 think and solve problems
5.2 demonstrate personal management skills to:
5.2.1 demonstrate positive attitudes and behaviours
5.2.2 be responsible
5.2.3 be adaptable
5.2.4 learn continuously
5.2.5 work safely
5.3 demonstrate teamwork skills to:
5.3.1 work with others
5.3.2 participate in projects and tasks
5. demonstrate qualities that initiate change
5.1 demonstrate initiative
5.2 demonstrate flexibility
5.3 demonstrate leadership/teamwork by:
5.3.1 analyzing leadership styles
5.3.2 evaluating leadership styles and their appropriateness to
the success of the venture
5.4 demonstrate skills
6. demonstrate basic competencies
6.1 demonstrate fundamental skills to:
6.1.1 communicate
6.1.2 manage information
6.1.3 use numbers
6.1.4 think and solve problems
6.2 demonstrate personal management skills to:
6.2.1 demonstrate positive attitudes and behaviours
6.2.2 be responsible
6.2.3 be adaptable
6.2.4 learn continuously
6.2.5 work safely
6.3 demonstrate teamwork skills to:
6.3.1 work with others
6.3.2 participate in projects and tasks

1. describe the relationships among foods, micro-organisms and Students will identify Students will Students will Students will Students will
food-borne illnesses that there is a demonstrate safe demonstrate safe describe way in describe way in
1.1 relate the composition of foods to their potential for food- relationship between food handling food handling which the growth which the growth
borne illnesses, considering: food and food-borne practices in order to practices in order to and reproduction of and reproduction of
1.1.1 moisture content and pH illness prevent prevent micro-organisms micro-organisms
1.1.2 foods with natural protective barriers contamination and contamination and can be regulated to can be regulated to
1.1.3 normal micro-organisms associated with foods Students will identify food-borne illness food-borne illness ensure food-borne ensure food-borne
1.2 differentiate between enzymes and various micro-organisms, way in which illness is not spread illness is not spread
considering: contamination can be
1.2.1 their potential for causing food spoilage and/or food-borne prevented
illnesses
1.2.2 the role played by some enzymes/micro-organisms; e.g., Students will identify
cheese symptoms of and
1.3 describe growth and reproduction of micro-organisms, food-born illness
considering:
1.3.1 hospitable environments
1.3.2 effect of temperature (hot or cold)
1.3.3 effect of pH
1.3.4 presence/absence of oxygen
1.3.5 chemicals
1.4 differentiate between food infection and food intoxication
1.5 identify significant micro-organisms responsible for food-
borne illnesses, considering:
1.5.1 sources of the micro-organisms
1.5.2 symptoms of food-borne illnesses
2. describe measures to prevent food contamination and to
control the growth of micro-organisms in food
2.1 demonstrate control of food contamination and growth of
micro-organisms in food through the following measures:
2.1.1 personal hygiene

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 CTS Module(s) ENT 1020, TOU 2040, FOD 2150, FOD 2160 & FOD 2170
ED3700 CTS Module Planning Alphanumeric Code and Title

Component 2: Integrated Assessment Plan CTS Level(s) Intermediate

Introductory, Intermediate, Advanced

Teacher Name(s): Diego Menjivar & Alicia Ebelher Duration ~50 hours (38 80-minute classes)
Total Instructional Hours Allotted

2.1.2 avoidance of cross-contamination

2.1.3 temperature control
2.1.4 pest and garbage control
2.1.5 cleaning and sanitation of equipment and utensils
2.2 identify procedures for receiving, handling and storage of
food and equipment
4.2 demonstrate safe handling of food in a manner consistent
with section 43 of the Public Health Act Food Regulation

3. describe the role of regulatory agencies and safety programs Students will list Students will Students will Students will Students will
in maintaining a safe and sanitary environment agencies involved in demonstrate safe demonstrate safe research agencies describe safe food
3.1 explain the importance of Workplace Hazardous Materials food safety and food and sanitary food and sanitary food involved in food handling strategies
Information System (WHMIS) safety programs that handling practices handling practices safety and food that will be used int
3.2 discuss the Public Health Act related to Food Regulation they that they are safety programs heir food venture to
(section 43) aware of Students will Students will that are important avoid contamination
3.3 identify potentially high-risk food preparation areas demonstrate demonstrate their venture plan and food borne
3.4 describe a program of quality controls and assurances Students will identify appropriate use of appropriate use of illness
through identification and monitoring of critical control points safe food handling equipment equipment
3.5 describe the role of the public health inspector, federal, strategies
provincial and local food regulations and other regulatory
legislation
5. identify and demonstrate safe and sanitary practices
5.1 maintain a clean, sanitary, safe work area
5.2 apply universal precautions related to:
5.2.1 personal protective equipment (PPE); e.g., hair coverings,
aprons, gloves
5.2.2 hand-washing techniques
5.2.3 infectious diseases
5.2.4 blood-borne pathogens
5.2.5 bacteria, viruses, molds
5.2.6 safety and first-aid applications; e.g., back safety, cuts, slip
and trip hazards
5.3 use all materials, products and implements appropriately
5.4 clean, sanitize and store materials, products and implements
correctly
5.5 dispose of waste materials in an environmentally safe manner
1. identify and describe the safety issues relating to the
preparation of food for a customer
1.1 explain and demonstrate the need for sanitation standards to
produce and serve food
1.2 demonstrate safe use of tools and equipment
1.3 demonstrate safe handling and storage of food, considering:
1.3.1 shelf life
1.3.2 stock rotation
1.3.3 storage temperatures and conditions
1.3.4 handling and serving precautions
1.4 discuss the use of time and resources
4. identify and demonstrate safe and sanitary practices
4.1 maintain a clean, sanitary, safe work area
4.2 apply universal precautions related to:
4.2.1 personal protective equipment (PPE); e.g., hair coverings,
aprons, gloves
4.2.2 hand-washing techniques
4.2.3 infectious diseases
4.2.4 blood-borne pathogens
4.2.5 bacteria, viruses, molds
4.2.6 safety and first-aid applications; e.g., back safety, cuts, slip
and trip hazards
4.3 use all materials, products and implements appropriately
4.4 clean, sanitize and store materials, products and implements
correctly
4.5 dispose of waste materials in an environmentally safe manner
4. identify and demonstrate safe and sanitary practices
4.1 maintain a clean, sanitary, safe work area
4.2 apply universal precautions related to:
4.2.1 personal protective equipment (PPE); e.g., hair coverings,
aprons, gloves
4.2.2 hand-washing techniques
4.2.3 infectious diseases

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 CTS Module(s) ENT 1020, TOU 2040, FOD 2150, FOD 2160 & FOD 2170
ED3700 CTS Module Planning Alphanumeric Code and Title

Component 2: Integrated Assessment Plan CTS Level(s) Intermediate

Introductory, Intermediate, Advanced

Teacher Name(s): Diego Menjivar & Alicia Ebelher Duration ~50 hours (38 80-minute classes)
Total Instructional Hours Allotted

4.2.4 blood-borne pathogens

4.2.5 bacteria, viruses, molds
4.2.6 safety and first-aid applications; e.g., back safety, cuts, slip
and trip hazards
4.3 use all materials, products and implements appropriately
4.4 clean, sanitize and store materials, products and implements
correctly
4.5 dispose of waste materials in an environmentally safe manner

4. demonstrate knowledge and skills in the planning, preparing

and evaluating of a variety of foods
4.1 prepare a minimum of three recipes
Students will
3.1 prepare food for a food venture; e.g., food for cookbook
prepare, present
photographs
and evaluate dishes
3. demonstrate knowledge and skills in the planning, preparing Students will use
from various Students will
and evaluating of foods from a variety of cultures their photographs
cultures prepare, present
3.1 prepare and present a minimum of five cultural recipes that to create a venture
and evaluate their
emphasize: menu for their food
Students will final dish
3.1.1 preparation techniques characteristic of various cultures venture
photograph food
3.1.2 food groups from two cuisines
items for a food
3.1.3 different cuisines to demonstrate the commonality of foods
venture
across cultures; e.g., wraps
3.1.4 the symbolic value of food
3.2 assess one food product related to quality standards

10. identify possible life roles related to the skills and content of
this cluster
10.1 recognize and then analyze the opportunities and barriers in
the immediate environment
10.2 identify potential resources to minimize barriers and
maximize opportunities
6. identify possible life roles related to the skills and content of
this cluster
6.1 recognize and then analyze the opportunities and barriers in
the immediate environment
6.2 identify potential resources to minimize barriers and Students will reflect
maximize opportunities on how learning
6. identify possible life roles related to the skills and content of about food safety
Students will
this cluster and service, cooking
formulate a blog
6.1 recognize and then analyze the opportunities and barriers in international cuisine,
post that highlights
the immediate environment and planning and
their thoughts in a
6.2 identify potential resources to minimize barriers and presenting a venture
career path in a
maximize opportunities plan has influenced
related field
7. make personal connections to the cluster content and their thoughts on a
processes to inform possible pathway career in a related
choices field
7.1 complete/update a personal inventory; e.g., interests, values,
beliefs, resources, prior learning and experiences
7.2 create a connection between a personal inventory and
occupational choices
7. identify possible life roles related to the skills and content of
this cluster
7.1 recognize and then analyze the opportunities and barriers in
the immediate environment
7.2 identify potential resources to minimize barriers and
maximize opportunities

1. describe the relationship of food to culture Students will describe Students will Students will Students will Students will Students will Students will
1.1 describe factors that determine the availability of foods in a the cultural prepare and present prepare and present describe the consider the cultural describe the highlight the
variety of cultures, including: relationship to foods foods that a dish that is relationship influence on food relationship cultural
1.1.1 climate, geography—staple foods that their family represent different representative of a between food and when creating their between food and considerations
1.1.2 economy prepares culture unique culture culture venture menu culture taken when creating
1.1.3 infrastructure (transportation) their food venture
1.1.4 technology plan
1.1.5 regionalization of foods
1.1.6 food preparation and preservation techniques

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 CTS Module(s) ENT 1020, TOU 2040, FOD 2150, FOD 2160 & FOD 2170
ED3700 CTS Module Planning Alphanumeric Code and Title

Component 2: Integrated Assessment Plan CTS Level(s) Intermediate

Introductory, Intermediate, Advanced

Teacher Name(s): Diego Menjivar & Alicia Ebelher Duration ~50 hours (38 80-minute classes)
Total Instructional Hours Allotted

1.2 describe factors that influence the acceptability of foods in a

variety of cultures, including:
1.2.1 values
1.2.2 religion
1.2.3 superstitions, taboos, beliefs
1.2.4 history
1.2.5 ethnicity
1.3 describe the role of food in transmitting culture, including:
1.3.1 significance of food in maintaining traditions
1.3.2 role of food in celebrations
1.3.3 traditional meal patterns
1.3.4 traditional gender roles in the acquisition and preparation of
foods
1.4 compare means by which nutritional needs are met within
cultures
2. identify and compare foods representative of a variety of
cultures
2.1 analyze specialized equipment used in food preparation
2.2 compare the principles of cookery used in the preparation of
cultural foods
2.3 describe food aesthetics within cultures, considering:
2.3.1 seasonings
2.3.2 characteristic food and flavour combinations
2.4 identify a variety of presentation methods related to the
preparation of cultural foods

2. develop a project plan for a simple food venture Students will identify Students will observe Students will Students will create Students will blog Students will Students will Students will reflect
2.1 describe existing food ventures aspects of a food a food venture research aspects of a menu for their about their journey complete a research present their on their venture
2.2 research a food venture opportunity venture that they are a food venture own unique food in planning, informed venture venture to the class plan
2.3 prepare a business plan for a food venture, including: familiar with venture presenting and plan
2.3.1 initial cost evaluating their Students will
2.3.2 operating cost food venture Students will highlight strengths
2.3.3 operating standards describe risks and weaknesses
2.3.4 food and/or menu plans associated with a within their venture
2.3.5 marketing strategies venture plan
2.3.6 financing possibilities
2.4 devise monitoring procedures for the venture, including: Students will
2.4.1 quality controls propose strategies
2.4.2 inventory for assessing risks
3. demonstrate knowledge and skills in the planning, preparing
and evaluating of the venture Students will state
3.2 describe ecological concerns relevant to the food venture; short-term and long-
e.g., packaging, disposables term goals for their
3.3 evaluate the success of the venture and adjust plans Venture plan
1. demonstrate goal-setting and problem-solving strategies that
facilitate change Students will state
1.1 identify short-term and long-term goals for the selected their venture
venture philosophy
1.2 create a mission statement for the venture
1.3 describe operational policies consistent with the venture Students will state
philosophy and business ethics operational policies

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 CTS Module(s) ENT 1020, TOU 2040, FOD 2150, FOD 2160 & FOD 2170
ED3700 CTS Module Planning Alphanumeric Code and Title

Component 2: Integrated Assessment Plan CTS Level(s) Intermediate

Introductory, Intermediate, Advanced

Teacher Name(s): Diego Menjivar & Alicia Ebelher Duration ~50 hours (38 80-minute classes)
Total Instructional Hours Allotted

1.4 research legal obligations that affect the venture

1.5 outline a human resources plan
1.6 establish a support network including:
1.6.1 locating and designing potential support networks
1.6.2 proposing strategies for securing and effectively using
sources of support
2. describe potential risks and propose strategies for assessing
risks related to a venture
2.1 analyze the types of potential risks including:
2.1.1 physical
2.1.2 financial
2.1.3 human resources
2.2 complete a risk assessment
2.3 propose strategies to assess and minimize risk
3. describe strategies for securing resources and support
required to implement a venture
3.1 analyze potential markets including:
3.1.1 local
3.1.2 regional
3.1.3 national
3.1.4 international/global
that correlate with
3.2 relate market projections to trends and forecasts
their venture
3.3 evaluate potential competition
philosophy
3.4 outline venture needs regarding the:
3.4.1 target market
3.4.2 product/service
3.4.3 pricing
3.4.4 location
3.5 research and appraise potential changes in the market
4. select, plan and assess a venture
4.1 complete a venture plan including:
4.1.1 purpose
4.1.2 description/objectives
4.1.3 market research and analysis
4.1.4 marketing plan
4.1.5 production/service plan
4.1.6 financial plan
4.1.7 human resources/organizational plan
4.2 analyze the venture plan and revise, as necessary
4.3 research various presentation techniques
4.4 present the venture plan
4.5 analyze and evaluate the outcome of the presentation
4.6 evaluate criteria used by other individuals and groups for a
successful venture
4.7 evaluate the strengths and weaknesses of the venture
4.8 prepare a written critique assessing the venture

ED3700 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)