CHCCOM005 WORK IN HEALTH SERVICES :
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This Student Assessment Booklet includes all your tasks for assessment of the unit CHCCOM005 Communicate and work in health and community services.
| ABOUT YOUR ASSESSMENTS |
This unit requires that you complete 5 assessment tasks. You are required to complete all tasks to demonstrate competency in these units.
| Assessment Task | About this task |
| Assessment Task 1: Written questions | You must correctly answer all questions to show that you understand the knowledge required of this unit. |
| Assessment Task 2: Role plays | You are to demonstrate, in role play scenarios, your ability to communicate in a community services environment with colleagues and clients. |
| Assessment Task 3: Workplace observations | You will be observed by your assessor over a number of occasions. You will be required to demonstrate your ability to communicate with different people in the workplace setting, and complete workplace documentation. |
| Assessment Task 4: Workplace journal and portfolio | You are required to complete the journal template provided and also submit evidence of workplace correspondence and documentation you have completed. |
| Assessment Task 5: Supervisor report | Your workplace supervisor is to complete a report to confirm your ability to demonstrate a range of skills and knowledge required of this unit. |
Supporting resources
You may like to look at the following websites, books and documents for more information about the topics related to this unit:
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet
At the beginning of each task in this booklet for which you need to submit work, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in these units.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
| Assessment Requirements | Due date |
| Agreement by the student | ||
| Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments. | ||
| Have you read and understood what is required of you in terms of assessment? | ¨ Yes | ¨ No |
| Do you understand the requirements of this assessment? | ¨ Yes | ¨ No |
| Do you agree to the way in which you are being assessed? | ¨ Yes | ¨ No |
| Do you have any special needs or considerations to be made for this assessment? If yes, what are they? _____________________________________________________________________________________________ | ¨ Yes | ¨ No |
| Do you understand your rights to appeal the decisions made in an assessment? | ¨ Yes | ¨ No |
Student name: ________________________________________________________________________________
Student signature: __________________________________________________ Date: _____________________
Assessor name: _______________________________________________________________________________
Assessor signature: _________________________________________________ Date: _____________________
| ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: CHCCOM005 Communicate and work in health and community services | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Written questions | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: _____________________________________________________________________________
Student name: ________________________________________________________________________________
Date: ________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| ASSESSMENT TASK 1: WRITTEN QUESTIONS | |||
| Task summary: This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required.You must answer all questions correctly. Write your answers in the space provided. If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering.You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it. | |||
What do I need in order to complete this assessment?
- Access to textbooks and other learning materials.
- Access to a computer and the Internet (if you prefer to type your answers).
When do I do this task?
- You will do this task in your own time.
- Write in the due date as advised by your assessor: ____________________________________
what do I need to do if I get something wrong?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
- Answer the questions that were incorrect in writing.
- Answer the questions that were incorrect verbally.
Question 1
- In the following table briefly describe each of the legal and ethical considerations and their importance in the health and community services area. In your answer to each, make sure you refer to the role of communication.
| Legal and ethical matter | Brief description | Importance in health and community services |
| Mandatory reporting | ||
| Translation | ||
| Work role boundaries | ||
| Privacy/confidentiality |
- It is important that community services workers avoid using discriminatory language when communicating with clients, colleagues and others in the sector. List three examples of how a person may discriminate against others in the way they are communicating with them.
Question 2
- Provide a definition of each type of communication and three examples of how a person may use the communication type in the work setting.
| Type of communication: Non-verbal communication |
| Type of communication: Verbal communication |
| Type of communication: Written communication |
| Type of communication: Visual communication |
- Explain the difference between motivational interviewing and a coercive approach.
| |
- Explain the difference between collaborative and confrontation.
Question 4
| Joan would like Mr Fisher to use a walking frame instead of his walking stick as he is getting unsteady on his feet. To do this she would like to use a motivational approach rather than a coercive approach. |
In a paragraph, explain what Joan could say to Mr Fisher to motivate him to use the walking frame.
| |
Question 5
| Mr Fisher’s daughter, Matilda charges up to Joan. ‘’Why isn’t my father being looked after properly? You let him fall over – he could have been badly injured. I’ve a good mind to take him out of this facility!’ |
How could Matilda have used a more collaborative approach? How would this have been an advantage to her father?
Question 6
- When working with a diverse range of people, we are bound to come across situations where we need to consider our communication approach. Use the table below to describe how you would respond to each situation.
| Communication situation | Response |
| Your client is Italian and speaks hardly any English. You do not speak Italian and are not able to understand what she is saying. | |
| Your client is an Aboriginal woman. She does not want you to shower her as you are male. You are the only person available at the current time to do showers. | |
| Your client is a devout catholic. She often talks to you about God and asks you about your religious beliefs. You are an atheist. | |
Your client is a mother who has just found out that her daughter is a drug addict. She is inconsolable – crying uncontrollably and blaming herself for her daughter’s addiction. | |
| Your client is blind. You need to explain a procedure to her. | |
| Your client is dying from cancer. She is in a lot of pain and is not expected to live more than a few days. | |
| Your client is 100 years old. You are 20. They constantly reminisce about how good things were in the old days and how young people nowadays are all no good. |
- Explain how each of the following factors influence communication. In your response, you should refer to both verbal and non-verbal communication.
| Age | Verbal communication |
| Non-verbal communication | |
| Culture | Verbal communication |
| Non-verbal communication | |
| Disability | Verbal communication |
| Non-verbal communication | |
| Emotional state | Verbal communication |
| Non-verbal communication | |
| Health | Verbal communication |
| Non-verbal communication | |
| Religion | Verbal communication |
| Non-verbal communication |
Question 7
| You are a female support worker and you are visiting Giuseppe, a 70-year-old client. Today he is looking very uncomfortable. You notice that he is fidgety and keeps getting up to use the toilet. He must have gone 10 times so far. When you ask him if he is okay, he says, ‘Yes I’m fine’ and changes the subject. (Giuseppe goes to the doctor the next day – he has an enlarged prostate and was not able to urinate properly.) |
- Why do you think that Giuseppe said he was ‘fine’ when he clearly wasn’t?
| |
- How should you answer Giuseppe’s friend?
| As you leave the house, Elisabetta goes back to Giuseppe and you hear her saying, ‘Giuseppe, is everything all right? What did that carer do to you? Do I need to call their boss and make a complaint? You should have someone else look after you. I can do it.’ You hear Giuseppe telling her to stop worrying, everything is fine. Elisabetta keeps talking loudly at him. |
- After hearing this exchange you know that there is potential for problems. Why should you be concerned, and what should you do?
| |
Question 8
Choose a health and/or community services service that you are interested in.
- Explain the function/purpose and structure of this service.
| |
- Explain how your chosen service interacts with at least two other services.
| |
- Is this service funded? What is one major source of funding?
- Identify at least three different roles within your chosen service and explain their responsibilities.
Question 9
Describe two ways in which each of the following digital media can be used effectively in a health and community services environment.
| Digital media | Two examples of use |
| Website | |
| Social media | |
| Podcast and videos | |
| Tablets and applications | |
| Newsletters | |
| Intranet | |
Question 10
- Provide an example of person-centred service delivery.
| |
- Provide an example of a multi-disciplinary team and how they work together in the best interests of their clients.
| |
- List two support services that can be accessed by clients and explain the role of each service.
- Identify at least three different issues that may arise with multi-disciplinary work relationships or when working with people from different services.
Question 11
Provide a definition for each of the following terms.
| Term | Definition |
| Case management | |
| Assessment | |
| Adult disclosure | |
| Guardianship | |
| Informed consent | |
| Person-centred approach | |
| Rights-based service delivery |
Question 12
| Basil is in palliative care. He has cancer, which causes him to suffer high levels of pain. He has a multi-functional team looking after his care. |
The following people are members of his team. Explain the role of each one:
| Team member | Role of team member |
| Medical practitioner | |
| Nurse | |
| Personal care worker | |
| Family | |
| Physiotherapist | |
| Priest | |
| Social worker | |
| Volunteers |
Question 13
- We all know that grammar is important when communicating in the written form. However, it is also important to ensure you are using grammar correctly in your verbal communication. Identify at least three reasons why grammar is so important to verbal communication.
- Identify two reasons why speaking too slow may be inappropriate.
- Identify two reasons why speaking too fast may be inappropriate.
Question 14
| Hamish is Scottish and has recently come to Australia. He is working with older people. He has a very broad Scottish accent, which his clients find very difficult to understand. |
How should Hamish communicate in a way that helps his clients to understand him?
| |
Question 15
List the steps involved in ethical decision making.
Question 16
| Maryanne has a new elderly client who is Lebanese. Yasmine does not speak much English but can understand common words. Normally her daughter, Mia, is present to translate for Yasmine. Mia is running late. Maryanne has a lot to do and decides to go ahead and explain to Yasmine what support she is going to be providing her today. Yasmine speaks in Lebanese to Maryanne and says Mia’s name. Maryanne becomes frustrated because she is short on time and cannot wait for Mia to arrive. She raises her voice and says to Yasmine, ‘Do you understand what I am saying?’ Yasmine finally nods but it is clear that she is upset and just agreeing to stop Maryanne from being so frustrated. When Mia arrives she is annoyed – Yasmine tells her that Maryanne was annoyed with her so she just nodded even though she didn’t know what was going to happen. |
- Explain how Maryanne’s conduct has led to a breach in informed consent. What do you think Maryanne should have done in this situation?
| |
- Often workers may be required to give information to their clients to help them make decisions about services or activities that can help meet their individual needs. List three sources of information that you may need to provide to clients to help them make informed decisions.
Question 17
| Maya is an Aboriginal lady from the Kimberley region. She lives in a small, remote community but has recently entered an aged care facility as she is seriously ill with cancer. She is not expected to live more than a few months. The closest aged care facility that could take her was four hour’s drive from her home. The facility has only one male Aboriginal worker, Benny. The rest of the personal care workers are all female non-Aboriginal people. Most of the residents at the facility are not Aboriginal. Maya does not settle well into the facility. She does not eat the food unless it has been brought to her from her family. She likes to chat with Benny and tells him that he is the only one who understands how she feels about being so far away from home. She will not let Benny assist her with tasks such as dressing and bathing, however, as he is male. She often refuses to shower. Other residents have complained that Maya is rude and often ignores them, and never looks them in the face. They also say she is dirty and they do not want to associate with her. |
- What issues does Maya face regarding communication with staff?
| |
- What issues does Maya face in communication with other residents?
| |
- What assistance can Benny give to other staff to assist them to communicate with Maya?
| |
- Is Maya being rude when she doesn’t look people in the face when talking to them? Explain your answer.
| |
| Benny explains the process that will happen when Maya is near death. Various members of her family will gather to be with her. On her death they will conduct a smoking ceremony to purify the room and remove bad spirits. The body will then be taken back to her homeland to be buried. The health and safety officer says that he understands this is Maya’s custom, but the smoking ceremony cannot be undertaken in her room. This would set off the smoke detectors and other residents may complain about the smoke. He suggests they do the smoking ceremony when her body is back at home. Benny rolls his eyes and walks out of the room in disgust. |
- What are Maya’s rights to the smoking ceremony?
- List two things that Benny can do to support Maya to ensure that her rights are met.
- List three things that Benny and the health and safety officer should do to resolve their differences.
- Assume that Benny and the health and safety officer are still in disagreement. The health and safety officer says that Benny is being rude and indignant, and Benny says the health and safety officer is being discriminatory in their decision making. What should happen next?
Question 18
| Jet works in a Home and Community Care environment. One of Jet’s clients is Neil, a 19-year-old boy. Neil lives at home with his mother, stepfather and his younger brother Brett, who is almost 10. Jet has been caring for Neil since he was 15, when he sustained severe injuries during a car accident, and they have developed a good client–carer relationship. Neil’s mother works long hours in the city and his stepfather Vic works from home. His office is in a room adjacent to the garage. One day Neil is quite upset and Jet is struggling to communicate with him. Neil keeps looking towards the hallway where the internal garage door is located. Jet realises he wants to say something, but appears concerned about Vic’s presence. Finally Neil is able to disclose that he is worried about Vic abusing Brett. When Jet asks why, Neil states that Brett has been withdrawn and quiet lately. Jet asks Neil why he thinks there would be abuse, as there may be many reasons why Brett is so quiet. It takes Neil some time and some difficulty, but he admits that he was abused by Vic when he was around Brett’s age. He is worried it might be happening again, but Brett won’t talk to him. |
- Does Jet have a duty of care to report this suspected abuse? What if Jet thinks that Neil is wrong about his assumptions?
| |
- List five indicators that might suggest a child is at risk of harm.
- Mandatory reporting requires the reporting of suspected abuse. List the types of abuse that a mandatory reporter would need to communicate to authorities.
| |
- Imagine that Neil asked Jet to be the person who remains involved in the case while it is investigated. Jet knows this isn’t how things work. Write down what Jet should tell Neil in regards to his work role limitations in this situation.
| |
| Several days later Jet encounters Neil’s mother in the car park of his workplace. She abuses Jet loudly, telling him that he has destroyed their family by interfering, and how dare he believe such lies – Jet’s known Vic for years, he is not capable of such awful things! She tells Jet to ‘watch his back’, and hurries away. Jet stands in the car park in shock. Several of his colleagues come up to him and give him support. He simply shakes his head, he can’t believe what just happened. She must have been waiting for him to finish his shift. |
- Explain what Jet should do in this situation.
| |
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to each question | o |
| ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2 |
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
| Name: | ||||
| Date of birth: | Student ID: | |||
| Unit: CHCCOM005 Communicate and work in health and community services | ||||
| Student to complete | Assessor to complete | |||
| Assessment Task | Resubmission? Y/N | Student initials | Sufficient/ insufficient | Date |
| Role plays | ||||
| Role play 1: Norni and Jim | ||||
| Role play 2: Elisabetta | ||||
| Role play 3: Elana | ||||
STUDENT DECLARATION
I ____________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: _______________________________________________________________________________
Student name: __________________________________________________________________________________
Date:__________________________________________________________________________________________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: ____________________________________________________________________________
Assessor name: _______________________________________________________________________________
Date: ________________________________________________________________________________________
| ASSESSMENT TASK 2: ROLE PLAYS |
| Task summary: You are to demonstrate, in role play scenarios, your ability to communicate in a community services environment with colleagues and clients. |
What do I need in order to complete this assessment?
- Access to textbooks and other learning materials
When do I do this task?
- You will do this task in the classroom or your workplace (your assessor will advise).
- Write in the date of the role plays as advised by your assessor: __________________________
what do I need to do if I get something wrong?
If your assessor identifies that you have not demonstrated the required skills and knowledge, they will provide you with feedback on your performance and a chance to do the role play again.
Instructions to students:
Read the information below about Norni and Jim.
| Role Play 1 – Norni and Jim |
| Norni and Jim talked frankly about ageing and death long before either of them reached old age. They both agreed that they did not want to be kept alive artificially and that they would like to refuse treatment when they no longer had a good quality of life. When Jim entered residential aged care he specified his wish, which was recorded on his file. His wife had a medical power of attorney for him so that she could make decisions about his treatment if he was not able. After a period of time his health worsened. He no longer knew his wife and suffered pain and discomfort. He suffered many chest infections. After one particularly bad chest infection Norni spoke to Jim’s doctor and said that she no longer wanted his chest infections to be treated with antibiotics. The doctor knew Jim’s wishes and agreed that this was what he would have wanted. His next chest infection was his last. He died peacefully and with dignity. |
You are to participate in a role play with your assessor playing the role of Norni. You are to assume you were one of Jim’s care workers. Norni comes to your workplace to gather the rest of Jim’s belongings, and requests to see you. You go to Jim’s room, where she is packing up the last of his bits and pieces.
It has been three days since Jim passed away.
| During the role play, your assessor will be looking to see that you can: |
(As you meet Norni in Jim’s room)
You: “Hello Mrs. Norni, I understand you wanted to see me. How can I help you today?”
Norni: “Yes, I wanted to ask you about something. You were one of Jim’s care workers, right?”
You: “Yes, I was. Is there something specific you wanted to ask me about?”
Norni: “I wanted to know if you could give me Jim’s medical records. I want to know more about his last days.”
You: “I understand that you want to know more about Jim’s last days. However, I’m sorry but I am not able to give you Jim’s medical records. It is not within my work role boundaries and it is also a violation of his privacy and confidentiality. But I can assure you that Jim was well taken care of during his stay with us and his wishes were respected. Is there anything else I can help you with?”
Norni: “I understand, but I just want to know what happened to him.”
You: “I understand that you are going through a tough time. Losing someone you love is never easy. It’s important to remember that Jim’s death was peaceful and with dignity, which is what he wanted. Please let me know if there is anything else I can do to help you.”
Norni: “Thank you. I appreciate your understanding.”
You: “Of course, Mrs. Norni. If you need anything else, please don’t hesitate to let me know. Take care.”
| Role Play 2 – Elisabetta |
| It is a week or so after you last saw Giuseppe (see Question 7 at Assessment Task 1) and you have returned to do some support activities for him. As you leave Giuseppe’s home, his friend from last time appears at the front gate. She stands in your away and asks what’s going on, Giuseppe obviously hasn’t been well and he still hasn’t told her what’s wrong. |
You are to participate in a role play with your assessor playing the role of Jim’s friend. Her name is Elisabetta. She is Giuseppe’s neighbour and from memory you believe her to be around 65 years old.
| During the role play, your assessor will be looking to see that you can: Show respect at all times in your communication with ElisabettaConsider the impact of Elisabetta’s age in your interactionClearly explain the privacy and confidentiality requirements you must adhere toEnsure Elisabetta understands what you are telling her Use appropriate verbal and non-verbal communication Appreciate the constraints to communication involved in this situation and interact with Elisabetta sensitivelyUse effective communication skills to defuse the situation and calm Elisabetta downEnsure Elisabetta understands why you can’t do what she wants you to do. |
(As you are leaving Giuseppe’s home and Elisabetta appears at the front gate)
You: “Hello Elisabetta, it’s nice to see you again. How are you today?”
Elisabetta: “I’m not good. I saw you coming out of Giuseppe’s home and I need to know what’s going on. He hasn’t been well and he still hasn’t told me what’s wrong.”
You: “I understand that you are concerned about Giuseppe’s well-being. However, I am not able to share any information about Giuseppe’s health with you as it is a violation of his privacy and confidentiality. I assure you that Giuseppe is receiving the best care and support possible.”
Elisabetta: “But I am his friend, I have a right to know what’s going on with him.”
You: “I understand that you are concerned, and I appreciate that you are his friend. However, as a health care worker, it is my duty to protect Giuseppe’s privacy and confidentiality. It’s important to remember that Giuseppe is an adult and it’s his decision to share any information about his health with you.”
Elisabetta: “I understand, but I just want to know if he’s okay.”
You: “I understand that you care about Giuseppe’s well-being. However, I cannot share any information about his health with you. I can assure you that he is receiving the best care and support possible. If you have any other concerns, please don’t hesitate to let me know.”
Elisabetta: “Thank you. I understand.”
You: “Of course. It’s important to remember that Giuseppe’s privacy and confidentiality must be respected. If you have any other concerns, please don’t hesitate to let me know.”
| Role play 3 – Elana |
| You have been asked by your supervisor, Ian, to clean out the storeroom – it is starting to become a workplace hazard and he wants it cleaned up before someone is hurt or something gets damaged. Nothing has been sorted and there is stuff all over the floor. Ian tells you that Elana will help you clean up – she’s just on a break at the moment and will be down to help you in about 5 minutes when her break ends. He wants you to have it done within two hours. Elana hates doing these types of jobs, she’ll do anything she can to do as little work as possible, and is often argumentative and rude. Elana is an administrative officer. You go to the storeroom and start cleaning up. Elana finally arrives 20 minutes later, long past her break time. You ask her where she has been, because you have been waiting for her to help you lift something that needs two people. She immediately gets snappy with you and you can tell she’s got an attitude. |
Your assessor will play the part of Elana. You must ask her to start helping you, because Ian wants everything cleaned up immediately to avoid any risk of accident or injury.
Following the role play, you will need to answer a set of verbal questions.
| During the role play, your assessor will be looking to see that you can: Clearly explain to Elana what you want her to do (help you clean up, lift items, place items that you aren’t sure should be disposed of in a corner, and take rubbish down to the compactor)Explain the timeframes of the job as given by Ian and negotiate with Elana to get the job done faster (you will need to think of ways in which you could work together to get the job done efficiently)Show respect at all times in your communication with Elana, regardless of how she speaks to you Use appropriate verbal and non-verbal communication to get Elana to understand what you wantAppreciate the constraints to communication involved in this situation and use effective communication skills to resolve the situation Recognise the non-verbal cues being shown by Elana and adjust your communication as necessary. |
(As Elana enters the storeroom)
You: “Hey Elana, I’m glad you’re here. We need to get this storeroom cleaned up as soon as possible. Ian wants it done within two hours.”
Elana: “I know, I know. But why do I have to help you? I’m an administrative officer. This isn’t my job.”
You: “I understand that this isn’t your usual job, but Ian has asked us to get this done as soon as possible to avoid any risk of accident or injury. I need your help to lift some heavy items and to place the items we aren’t sure should be disposed of in a corner. Can you help me with that?”
Elana: “Fine, but I’m not going to take the rubbish down to the compactor. That’s not my job either.”
You: “I understand that, but it would really help if you could take the rubbish down to the compactor. It will save us some time. We can work together to get this done as efficiently as possible.”
Elana: “Fine, but I’m not going to do it alone.”
You: “Of course, we’ll do it together. Let’s start with lifting these heavy items and placing them in the corner.”
(As you start working together)
You: “Let’s try to work as efficiently as possible so that we can get this done within the time frame given by Ian.”
Elana: “Fine, but I’m not going to rush
You: “I understand that, and I don’t expect you to rush. But if we work together and stay focused, we should be able to get this done within the two hours given by Ian. Let’s keep that in mind and work together to achieve that goal.”
| What do I need to hand in for this task? | Have I completed this? |
| You do not need to submit anything for this task | NA |
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