1. About the Aboriginal Families as Teachers (AFaT) program

The AFaT program aims to empower Aboriginal families to build a developmentally supportive home learning environment and increase access and engagement in age-appropriate learning for Aboriginal children.

AFaT focuses on working directly with families and collaborating with early childhood education and care (ECEC) services to encourage age-appropriate learning and access for children aged 0–5 years in a quality, culturally strong early childhood education program. It grants funding to provide a structured 5-day early childhood education program for Aboriginal families.

The NSW Department of Education (the department) is committed to ensuring all Aboriginal children can access quality early childhood education and care, with strong connections to culture and identity. The First Steps Strategy 2026–29 outlines this vision and sets clear goals to improve educational outcomes for Aboriginal children aged 0–5. The AFaT program directly aligns with these priorities by supporting culturally safe, community-led learning environments and strengthening pathways to early education. This alignment reinforces AFaT as an investment in Closing the Gap outcomes and Aboriginal-led approaches.

Applicants are strongly encouraged to read these guidelines in full before applying to ensure they understand the program’s eligibility criteria, funding components, assessment process and reporting requirements.

1.1 Core objectives

The program has 6 core objectives:

1. Support Aboriginal families to strengthen and grow developmentally supportive home learning environments.

Provide culturally appropriate resources and learning intentions for the children and families each session. This approach recognises families as a child’s first and most important teachers, and aims to strengthen confidence, connection, and continuity between home and early learning settings.

2. Promote literacy and numeracy practices.

Deliver culturally responsive literacy and numeracy learning activities and resources to all engaged families, with the goal of increasing home-based literacy and numeracy practices, measured through parent feedback and participation data.

3. Support families’ knowledge and understanding of their children’s learning and healthy development.

Deliver programs that introduce and builds on family knowledge of child development milestones and strengthens early learning strategies to support growth.

4. Support successful transitions for Aboriginal children and families.

Work with children, families, schools, and early childhood services to co-design culturally safe transition plans, aiming for increased enrolment and positive transition experiences to available ECEC services or school.

5. Promote the value of early childhood education and increase participation in quality ECEC programs.

Engage families and communities through culturally led outreach to boost enrolment in early childhood education and care, with a target of 600 hours participation in the year before school.

6. Improve developmental outcomes across all 5 Australian Early Development Census (AEDC) domains.

Establish partnerships with health services to support access to regular health and developmental checks. Use these results, together with strength-based assessments and family-supported learning plans, to monitor children’s physical, social, emotional, cognitive and language development in line with AEDC indicators. Acknowledge and uphold Aboriginal data sovereignty in the collection, storage and use of information.

1.2 Grant value

Grants of up to $63,000 annually are available. Grants can be used to cover staff costs, other direct program costs, including for community engagement activities and program administration, reporting, acquittals, travel costs and required participation in department professional development activities. Table 1 shows costs that will be covered by the program per location.

If delivering in more than one priority location, organisations can apply for an extra $52,600 per additional location. Table 2 shows grants if a program is provided in multiple locations.

Table 1: Base funding costs

Funding component	Description
Staff costs	Each organisation must employ at least two staff members. At least one position must be Aboriginal identified. It is preferred that both positions are Aboriginal identified. Staff costs are based on qualifications, related rates of pay, and hours of program preparation and delivery including for: Lesson planning and resource development Playgroups, Transition programs and in home learning Child assessment and progress documentation rates of pay Early Childhood Teacher (ECT) – $50.59/hour Cert III Educator – $30/hour Plus onboarding cost
Program running costs	Operational expenses required to run the program, including: Materials and resources Venue hire Transport Food for playgroups/workshops Other reasonable program delivery costs
Community engagement costs ($5000 per SA3 delivery location)	Supporting allied services to engage with community and families to address: Health service engagement Family engagement sessions Aboriginal community liaison
Administration costs	For example: reporting and financial acquittal travel costs

Table 2: Maximum grant value if delivering in more than one location*

Number of locations	Running costs and community engagement	2 Teachers (1 ECT and 1 Cert III)	Maximum grant
1	$25,000.00	$37,644.27	$62,644.27
2	$40,000.00	$75,288.54	$115,288.54
3	$55,000.00	$112,932.81	$167,932.81
4	$70,000.00	$150,577.08	$220,577.08
5	$85,000.00	$188,221.35	$273,221.35

• A maximum of $25,000.00 is available annually for running costs and community engagement. An additional $15,000.00 has been introduced per additional delivery location.
• 2 Teachers (1 ECT + 1 Cert III) rate also includes on-costs.
• Funding provided will be subject to annual indexation to maintain its real value over time.

2. Selection criteria

2.1 Eligibility criteria

Applications for AFaT must be from:

• Aboriginal community-controlled organisations (ACCO) providing ECEC services or
• an Aboriginal and/or Torres Strait Islander organisation (for example, Office of the Registrar of Indigenous Corporations (ORIC) registration, Supply Nation or Indigenous Chamber of Commerce, documentation showing 51% Aboriginal ownership, or any other relevant documentation) providing ECEC services or
• a not-for-profit ECEC service located in an eligible location (see list below).

and

• have proposed program activities developed by a qualified Early Childhood Teacher (ECT) and implemented by a certificate III, diploma qualified early childhood educator, ECT or another person with a relevant tertiary qualification.

Eligible locations:

• Port Stephens
• Lake Macquarie East
• Lake Macquarie West
• Newcastle
• Lower Murray
• Broken Hill and Far West
• Bourke
• Cobar
• Coonamble
• South Coast
• Shoalhaven
• Kiama
• Shellharbour
• Lachlan Valley
• Dubbo
• Orange
• Bathurst
• Tweed Valley
• Richmond Valley Hinterland
• Inverell Tenterfield

*Locations are based on the ABS Maps (Australian Bureau of Statistics) SA3 locations that the ECEC service is located in. Check against the SA3 maps in the ABS Maps | Australian Bureau of Statistics.

2.2 Assessment criteria

Applications must meet the eligibility criteria. They will also be considered against the following assessment criteria:

• previous experience working with Aboriginal families and communities
• previous experience working with families with children aged 0–5
• established links with ECEC providers in the community in which the program is proposed
• established links with Aboriginal organisations/support agencies/community led initiatives in the community in which the program is proposed
• the quality rating of ECEC services: Service should usually have a rating Meeting the National Standard (or better) for each ECEC service they are seeking a AFaT grant for. Applications to run a program in an eligible-ECEC service that is rated Working Towards or are awaiting assessment and rating, may be considered in some circumstances at the department’s discretion
• performance for previous AFaT funding.

AFaT prioritises applications from ACCOs

This aligns with the NSW Government’s commitment to Priority Reform Two of the National Agreement on Closing the Gap and the First Steps Strategy 2026–29, which focuses on strengthening the community-controlled sector.

An ACCO is an organisation [1] that delivers services, including land and resource management that builds the strength and empowerment of Aboriginal and Torres Strait Islander communities and people, that is also either:

• incorporated under relevant legislation and operates on a not-for-profit basis
• controlled and operated by Aboriginal and/or Torres Strait Islander people
• connected to the community or communities in which they deliver services
• governed by a board or management body where the majority are Aboriginal and/or Torres Strait Islander people.

[1] This is definition of an ACCO set out in Clause 44 of the National Agreement on Closing the Gap.

3. Application process

3.1 AFaT runs competitive grant rounds

Applications for Round 1 will be open in SmartyGrants from 9 December 2025 – 13 February 2026. Successful applicants will be notified in March 2026.

Subject to budget availability, subsequent rounds will open in 2028 and be aligned with the identified priority locations in 2028 and beyond.

Subsequent grant opportunities may be available, subject to funding availability and program priorities. To be eligible to apply for the program in subsequent rounds, applicants must meet all the same criteria outlined in Section 2.1 noting the priority locations will change in each round based on the:

1. the proportion of developmentally vulnerable Aboriginal children on one or more domains under the AEDC
2. having a high population of Aboriginal children
3. having lower participation rates in ECE for Aboriginal children.

3.2 How to apply

Step 1: Read these guidelines before starting the application

This will help you understand the program’s objectives, eligibility requirements, and the types of projects that are eligible for funding.

Step 2: Check eligibility and prepare supporting documents

Ensure that your service meets all the eligibility criteria (outlined in Section 2.2) and assess your organisation capacity to deliver the program.

Step 3: Confirm you are registered with SmartyGrants

Applications must be submitted online through the SmartyGrants platform. If you have not already registered with SmartyGrants, you will need to create a free account. Please click here for guidance on how to use the SmartyGrants platform.

Step 4: Complete the application form on SmartyGrants and attach any required documents

1. Complete the application form is available at SmartyGrants.

• Please click here for guidance on how to use the SmartyGrants platform. If you require further support to complete your application, please email ECE.aboriginalengagement@det.nsw.edu.au
• Applications for the program will need to include:
  • information to confirm service eligibility
  • a detailed program description, including how the program aligns with the AFaT objectives, including delivery method, inclusive practices, delivery locations and approvals, evidence of staff qualifications and future planning
  • a statement outlining how the program meets the program requirements
  • details of delivery sites and the agreements in place for their use
  • evidence of collaboration with ECEC services, including how the program aims to increase participation in early childhood education
  • a detailed estimated number of child participants to inform initial funding allocation
  • detailed estimated number of parental participants
  • evidence of community demand for the program, including evidence of identified number of children aged birth to five years in the community whose families are not currently participating in a similar program
  • a letter of endorsement/approval from the local Aboriginal community
  • evidence of appropriate governance mechanisms and sound financial management
  • evidence of qualified ECEC staff engaged in program design, and future planning

2. Attach other documents as required to demonstrate eligibility, of your organisations status.

Step 5: Review and submit

Before submitting:

• double check that all required sections of the application are filled out; incomplete applications may not be considered for funding
• review your documents for accuracy and completeness.

Changes can be made to your application at any time until it is submitted. Once your application has been submitted, no further changes can be made via SmartyGrants.

Ensure all information is correct before final submission. Applicants must not provide false or misleading information in their application. Any application containing false or misleading statements may be disqualified from consideration or subject to further review. Misrepresentation of information could lead to the withdrawal of funding or legal action.

What happens after submission?

You will receive a notification of receipt to confirm that the application has been successfully submitted. This confirmation will include details on the next steps.

The department will review each application to ensure it is complete and meets all eligibility criteria. The department may contact organisations:

• if additional verification or clarification of any part of your application is needed
• if further details are required to complete the assessment.

Once the submission deadline has passed, all submitted applications will be assessed, regardless of their completeness. Applications that are not complete will not progress.

Late applications will not usually be accepted.

The deadline for applications is final, and late applications will only be considered in exceptional cases where there are extenuating circumstances. This will be on a case-by-case basis and at the department’s discretion.

4. Assessment process

4.1 Assessment of grant applications

Stage 1: Eligibility and completeness check

This stage is undertaken by an assessment panel appointed by the Department of Education to review and assess the grant applications. It involves reviewing all applications to confirm the applicant meets the program’s eligibility criteria; and ensure all required information and documentation have been provided.

This is a preliminary screening step and does not assess the content of the application. It is designed to ensure applications are ready for formal assessment.

Where applications contain minor omissions or inaccuracies, the department may contact applicants to request clarifications or corrections. This will be managed on a case-by-case basis at the department’s discretion. Applications that do not meet the eligibility criteria will not proceed to Stage 2 unless the applicant is able to provide additional documentation that clearly satisfies the eligibility requirements.

Stage 2: Assessment against criteria

This stage is undertaken by the Assessment Panel and focuses on evaluating the applicant’s organisational capacity and proposed program delivery model against pre-established and notified assessment criteria. The panel uses a consistent scoring methodology to:

• identify alignment between applicant capability and AFaT program objectives
• establish an initial ranking of applications based on merit
• ensure value for public funds is achieved through an impartial, consistent, and transparent approach.

The quantitative assessment consists of 2 components:

1. Organisational assessment

The applicant’s organisational experience and capability will be scored against the assessment criteria. Applications that do not meet the minimum capability thresholds may not progress to the next stage. Assessment will consider:

• previous experience working with Aboriginal families and communities
• previous experience working with families with children aged 0–5
• established links with ECEC providers in the proposed program community
• established links with Aboriginal organisations, support agencies, or community-led initiatives
• quality rating of ECEC services (Meeting the National Standard or above, unless otherwise approved)
• history of compliance with ECEC regulatory requirements
• previous compliance and performance under AFaT funding.

2. Program assessment

Applications meeting the organisational requirements will then be assessed on the strength and quality of the proposed AFaT program. This includes:

• alignment of the proposed program with AFaT objectives and delivery expectations
• capacity of the proposed model to achieve improved outcomes for Aboriginal children and families
• demonstration of culturally responsive, place-based approaches to program delivery.

Stage 3: Due diligence checks

Following the assessment against criteria, the department will undertake due diligence checks on shortlisted applicants. This process supports transparent and equitable decision-making by identifying any risks not captured through the assessment criteria and ensuring that funding recommendations are appropriate, responsible, and aligned with the objectives of the Aboriginal Families as Teachers (AFaT) program.

Due diligence checks are designed to:

• verify the accuracy and completeness of information provided in the application
• identify any financial, governance, compliance, or reputational risks associated with the applicant organisation
• assess the organisation’s capacity to deliver the program safely and effectively
• ensure public funds are awarded to suitable, capable, and low-risk organisations.

Typical due diligence checks may include (but are not limited to):

• verification of legal status, registration, and governance structures
• review of financial viability, solvency, and financial management history
• examination of compliance with regulatory and legislative requirements, including any enforcement actions, sanctions, or conditions
• assessment of historical performance and delivery of previous department-funded projects, including AFaT funding (if applicable), such as:
• timely delivery of contracted projects and achievement of key milestones
• submission of all required documentation, monthly reporting, and acquittals within required timeframes
• ongoing compliance with service approval requirements and regulatory standards
• checks against relevant government registers or watchlists (e.g. ASIC, ACNC)
• consideration of any known reputational risks, conflicts of interest, or issues that may impact program delivery.

The outcomes of the due diligence process will inform the Assessment Panel’s final funding recommendations. Where risks are identified, additional conditions may be applied to funding agreements, or applications may not proceed. Poor performance or high-risk findings may also result in funding withdrawal during the program period.

Stage 4: Overall ranking and recommendations

Following the completion of eligibility checks, assessment against criteria, and due diligence processes, the Assessment Panel will undertake a final review of all shortlisted applications. This stage brings together the results of each previous assessment stage to determine an overall ranking and develop funding recommendations for consideration.

The purpose of this stage is to:

• consolidate the outcomes of the eligibility checks, assessment against criteria and due diligence checks
• establish a final merit-based ranking of applications, ensuring alignment with AFaT program objectives and strategic priorities
• ensure equitable distribution of funding across communities, considering geographic, demographic, and service delivery needs
• provide evidence-based recommendations to support transparent and accountable decision-making.

In preparing final recommendations, the Assessment Panel will consider:

• overall assessment scores and the extent to which each application meets the program’s objectives
• the applicant’s demonstrated capacity, capability, and risk profile
• geographic spread and balance of services to maximise program reach and impact
• strategic priorities identified by the Department, including alignment with broader early childhood and Aboriginal outcomes initiatives.

The final recommendations of the Assessment Panel will be submitted for approval. Funding decisions will be made in accordance with the department’s governance and financial delegation processes. All applicants will be notified of the outcome following the final decision, and feedback may be provided upon request.

4.2 About the Panel and principles for the assessment process

The Panel has:

• a Convenor who will be a staff member from the Aboriginal Early Childhood Outcomes Team
• a minimum of 2 department staff
• one member from an external NSW government agency
• a probity member.

The Panel convenor is responsible for ensuring that panel members:

• are trained in the assessment process and the program aims and objectives
• receive a probity briefing and understand their duties
• complete a Confidentiality Agreement and Conflict of Interest Declaration form.

The following principles guide the assessment process:

• Merit-based – all applications are evaluated against the same criteria using objective evidence.
• Fair and impartial – conflicts of interest are managed and mitigated.
• Transparent and auditable – decisions are documented with clear rationale.
• Risk-managed – delivery and financial risks are considered and addressed.
• Confidential – applicant information is handled in accordance with privacy and confidentiality obligations.

4.3 Notification of application outcome

All applicants, both successful and unsuccessful, will be notified of the outcome of their application in writing via email. Notification will be provided in March 2026.

Successful applicants will receive confirmation of their grant, including details of the funding awarded and next steps, including the requirement to enter into a Funding Agreement with the department. To control risks, the Assessment Panel may recommend conditions be attached to an application.

Unsuccessful applicants will also be advised in writing, where practicable, of the reasons why their application was not successful.

Appeal process

If applicants want to appeal the outcome of the assessment process, a written request should be submitted to the department and include the reasons why an applicant feels an incorrect decision has been made. The appeal decision will be made by the Director, Early Childhood Education Programs or their delegate.

Funding is subject to budget availability, and a successful appeal does not automatically guarantee funding. Where possible, funding reallocations or prioritisation strategies may be considered; however, the department reserves the right to decline funding if the budget has been fully allocated.

4.4 Publication of grants information

The department will publish grant funding information, including program details, provider information and funds awarded to the provider, on the NSW Government Grants and Funding Finder in line with the Grants Administration Guide.

As a NSW Government funded program, the grants may also be published in departmental reports on expenditure performance and publicised on the departmental website and in the media.

The following details of grant recipients may be shared within NSW Government upon selection:

• name of the successful applicants
• services involved in the program
• area in which the program will be delivered
• name of the language delivered in successful applications
• electorate.

5. Successful grant applications

Successful applicants must only use funding for the development and delivery of the Aboriginal Families as Teachers program, as outlined in their approved application, in line with program guidelines and the Terms and Conditions of the Aboriginal Families as Teachers Program.

• Funding cannot be used to replace any existing funding sources.
• AFaT funding must only be used for activities that are directly attributable to the core delivery of the AFaT program (literacy, numeracy, and transition to school in a culturally safe way).
• Funded staff positions must have clearly defined AFaT duties, with the proportion of time spent on AFaT activities separately identified and documented.
• AFaT funding cannot be combined with other grant or program funds to deliver the same activity. Each funded activity must be unique to AFaT.
• Activities need to commence during the calendar year of the successful grant contract.
• The program must be named and identified as Aboriginal Families as Teachers.

The department must be notified of exceptional circumstances whereby approved funding cannot be expended within 12 months of the award of funding. Notification should include an explanation for why funding has not been expended and a timeline for spending the outstanding funds. Decisions regarding unspent funds will be made by the department with reference to the funding agreement including Terms and Conditions. Decisions will be confirmed by the department in writing.

5.1 Funding agreement

All successful applicants we will be required to enter into a funding agreement with the department. It will outline:

• that these guidelines from part of the funding agreement
• funding amounts
• terms and conditions of funding
• timings attached to funding
• detailed record keeping, reporting and acquittal requirements.

5.2 Grant payment

Program grants will be paid to successful applicants as notified by the department. The amount of funding provided will be based on the department's assessment of amount requested and the information provided in the application.

Grants payments will only be progressed for applicants that are registered in the Early Childhood Contract Management System (ECCMS) and have entered into a funding agreement for this program with the department.

Grant payments are made every 6 months until the end of the funding agreement.

5.3 Spending rules

What AFaT grants can be used for

Successful applicants must only use funding for the development and delivery of the AFaT program, as outlined in their approved application, in line with Funding Agreement.

• Funding must only be used for activities that are directly attributable to the core delivery of the AFaT program (playgroups, in home learning support, literacy, numeracy, and transition programs).
• Funded staff positions must have clearly defined AFaT duties, with the proportion of time spent on AFaT activities separately identified and documented.
• Activities need to commence during the calendar year of the successful grant contract.
• The program must be named and identified as Aboriginal Families as Teachers.

What AFaT grants cannot be used for

• Funding cannot be used to replace any existing funding sources.
• AFaT funding cannot be combined with other grant or program funds to deliver the same activity. Each funded activity must be unique to AFaT.

5.4 Unspent funds

Funding must be spent by recipients by 31 December in the year in which it is provided by the department. Applicants may be asked to return any unspent funding after this date.

Accured costs are not unspent funds. Funds can be retained for accrued costs each year. Costs may be accrued for services and activities delivered within the funding period but not scheduled to be paid until for a later date (e.g. staff wages or invoices pending processing).

A full financial acquittal process will be required at the end of the 2026–29 funding agreement. Any funds that are unspent may be required to be returned to the department.

Decisions regarding unspent funds will be made by the department and confirmed in writing.

The department must be notified of exceptional circumstances whereby approved funding cannot be expended by 31 December.

Notification should include an explanation for why funding has not been expended and a timeline for spending the outstanding funds.

5.5 Reporting, record keeping and other requirements

5.5.1 Indicative reporting requirements

Funded organisations must provide the following:

• financial accountability is to be completed 6 months after the initial payment.
• financial accountability is to be completed every calendar year after the initial payment.
• performance accountabilities are to be completed 2 times in the calendar year.

These accountability reports will be used to ensure services are receiving the appropriate level of funding and are compliant with program requirements. Services may be audited to confirm the accuracy of data provided in performance and financial accountability reports. The department will monitor the implementation of AFaT-funded programs through these reporting and acquittal requirements.

Funding recipients are required to meet all agreed funding and reporting requirements.

Any services identified as not meeting the terms under the funding agreement may be referred to the Children’s Program Team for additional support. Where these requirements are not met, the department reserves the right to suspend funding and, if issues are not resolved within an agreed timeframe, to cancel the program and withdraw funding.

5.5.2 Record keeping

Funded organisations must retain relevant records and invoices related to their use of grant funds. These documents must be kept for auditing purposes for 5 years (from the end of the final program year, 2029) and made available to the department upon request.

5.5.3 Participate in department-led professional learning

Funding recipients are expected to actively participate in department-led professional learning and related activities as they are provided. Participation is considered a requirement of program engagement and contributes to maintaining program quality and alignment with department standards

5.5.4 Notify the department of changes

Funding recipients must notify the department promptly of any significant changes to their circumstances that may impact the delivery of services or the use of grant funds. Early communication will allow the department to manage risks and implement necessary supports and/or adjustments in a timely and collaborative manner.

5.5.5 Gain department approval before varying approved activities

If a variation to the approved funding activity is required, organisations must:

1. Identify and assess the change – the nature, scope and rationale for the proposed variation will be clearly documented and assessed for alignment with the original project objectives and funding conditions.
2. Submit a formal variation request – awritten request outlining the proposed changes, justification, and any potential impact on project outcomes, timelines or budget will be submitted to the funding body for consideration. Please forward correspondence to ecec.funding@det.nsw.edu.au.
3. Await approval – no changes to project activities will be implemented until formal written approval has been received from the department.
4. Update project documentation – upon approval, all relevant project plans, budgets, and reporting frameworks will be updated to reflect the approved variation.

This process ensures transparency, maintains accountability, and supports the effective delivery of the project in accordance with funding requirements.

5.6 Non-compliance

Any services identified as not meeting the requirements of the Funding Agreement may be referred to the Children’s Program Team for additional support. Where these requirements are not met, the department reserves the right to suspend funding and, if issues are not resolved within an agreed timeframe, to cancel the program and withdraw funding.

The department may at its discretion require funding to be paid back to the department or suspend payments.

5.7 Evaluation

Program evaluation will involve qualitative and quantitative measures including feedback from services on the value of the educational opportunity to the children.

Monitoring and evaluation will be ongoing throughout the funding agreement, and will guide any necessary adjustments to the program, with ongoing consultation to inform of changes and to gather feedback from stakeholders.

Evaluation will be included under the First Steps Strategy evaluation using the Re-Imagining Evaluation Framework. The Re-imagining Evaluation Framework, places Aboriginal students, families and communities at the centre of all evaluation processes. In line with the Framework’s Guiding Principles, evaluation will be culturally responsive, informed by authentic consultation and grounded in what communities’ value as success.

Services will use a developmental tracking tool of their choice to monitor Aboriginal children’s progress across the 5 developmental domains. This information will be collated through end-of-year performance and accountability reports, contributing to a deeper understanding of children's strengths and learning journeys in context.

6. Additional information and resources

6.1 SmartyGrants Help Guide

SmartyGrants Help Guide for Applicants and Applicant Frequently Asked Questions (FAQ's).

6.2 Contact details

For more information about the Aboriginal Families as Teachers program, please contact the Aboriginal Services team at the department's Aboriginal Early Childhood Outcomes Directorate:

• Email: AboriginalprogramsECED@det.nsw.edu.au

Feedback and complaints

Applicants who have feedback, suggestions or complaints about the application and assessment process can contact the department at ECE.aboriginalengagement@det.nsw.edu.au. Alternatively, applicants may:

• completethe NSW Department of Education complaint, compliment or suggestion form.
• call 1800 619 113.

6.3 Access to information

For information about your right to access government-held information under the Government Information (Public Access) Act 2009 (GIPA Act), please refer to the department’s Agency Information Guide or contact the Right to Access team via GIPA@det.nsw.edu.au.

6.4 Ethical conduct

Applicants must not provide false or misleading information in their application. Any application containing false or misleading statements may be disqualified from consideration or subject to further review. Misrepresentation of information could lead to the withdrawal of funding or legal action.

The department ensures appropriate accountabilities are in place for resolving ethical issues arising from the assessment process. All assessment panel members will be advised that ethical behaviour is required, and that any breach may constitute corrupt conduct under the Independent Commission Against Corruption Act 1988 and could lead to disciplinary action.

6.5 Conflict of interest and confidentiality

Prior to the commencement of the assessment process, all panel members will be advised about the confidential nature of the process and asked to complete a 2025 Aboriginal Families as Teachers Program Confidentiality Agreement and Conflict of Interest Form.

Panel members will also be asked to notify the Probity Advisor and the Panel Convenor should any actual or perceived conflict of interest arise during the assessment process.

Any potential breaches in confidentiality or conflict of interest issues will be escalated to the Director, Aboriginal Early Childhood Outcomes.

6.6 Privacy

Information provided by applicants is collected by the NSW department of Education for the purpose of the administration and evaluation of the program.

The department is committed to protecting individuals’ personal information in accordance with the Privacy and Personal Information Protection Act 1998 (PPIP Act). Personal information collected will be managed in accordance with the PPIP Act and the department’s Privacy Policy, available at: https://education.nsw.gov.au/rights-and-accountability/privacy. Further details are outlined in the department’s Privacy Management Plan: Privacy Management Plan (PDF 642.75 KB).

Individuals may request access to, or correction of, their personal information at any time by completing the Application for Amendment Form (PDF 106.68 KB) and submitting it to: legal.privacy@det.nsw.edu.au.

Privacy Officer, Legal Services, NSW department of Education, Level 5, 105 Phillip Street, Parramatta NSW 2150

• T: (02) 7814 3896
• E: legal.privacy@det.nsw.edu.au.