Use the Comments tab to maintain comments regarding the pastoral care item.
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To open the Comments tab:
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Pastoral care - Comments tab key fields and buttons
Grid area fields
Field | Description |
Comments | Comments that have been added to the pastoral care item. |
By | The community member who last edited the comment. |
Created By | The community member who created the comment. |
Open the Create comment area to edit the comment. | |
Remove the comment from the pastoral care item. |
Create comment area fields
Note: This area is only shown if the general button is clicked.
Field | Description |
Comment | Comment to add to the pastoral care item. |
Create comment area buttons
Note: This area is only shown if the general button is clicked.
Button | Description |
Add the comment to the pastoral care item. | |
Save any changes made to the comment. | |
Cancel the comment and hide the Create comment area. |
Buttons
Button | Description |
Open the Create comment area to add a comment to the pastoral care item. |
Common fields
Field | Description |
Student name | Name of the student the pastoral care item is for. |
Classification | Classification for the pastoral care item. |
Type | Type of pastoral care item. |
Category | Category of the pastoral care item. |
Class | Class the pastoral care item is initiated from. |
Method | Pastoral care method for the item. |
Initiator | Initiator of the pastoral care item. |
Date | Date the pastoral care item was created. |
Follow up | Whether or not the pastoral care item requires a follow up. |
Follow Up Date | Date the pastoral care item was followed up. |
Confidential | Whether or not the pastoral care item is confidential. |
Created by | Community member who created the pastoral care item. |
Modified by | Community member who last modified the pastoral care item. |
Email sent by | Community member who last sent emails regarding the personal care item. |
Common buttons
Button | Description |
Apply any changes you have made to the pastoral care item. | |
Close the Pastoral care window. |