6. HALT Accreditation

This section applies to all NSW applicants for voluntary accreditation at Highly Accomplished and Lead Teacher (HALT). 

6.1. Preparing to apply for HALT accreditation  

Teachers accredited at Proficient Teacher who are interested in applying for HALT accreditation must meet the eligibility requirements (see Section 6.1.1). Teachers who decide to apply for HALT accreditation must: 

• discuss their intention to apply with their principal/service director
• complete the HALT Orientation Course (see Section 6.1.2)
• start an application in their NESA online account (eTAMS) (see Section 6.1.4); and
• pay the first instalment of the application fee.¹

6.1.1. Eligibility to apply 

To be eligible to apply for HALT accreditation a teacher must:

• be an Australian citizen or permanent resident²
• be accredited at Proficient Teacher or above; and
  • have been assessed as satisfactory in their two most recent annual performance assessments (for Highly Accomplished Teacher applicants);³ or
  • have been assessed as satisfactory in their three most recent annual performance assessments (for Lead Teacher applicants).⁴

6.1.2. Preliminary assessment

Teachers have the option to complete an online preliminary assessment. Teachers who choose to complete the preliminary assessment may do so either before or after starting an application for HALT accreditation. The preliminary assessment aims to:

• encourage potential applicants to reflect on their practice against the Standards for either Highly Accomplished or Lead Teacher and select the appropriate level to apply for
• identify areas within the Standards where their practice may require further development; and
• provide an indication of a teacher’s likelihood of success if they proceeded with an application.⁵

A non-refundable administration fee applies to the preliminary assessment.⁶ The preliminary assessment fee will be deducted from the application fee for the first module for teachers who complete the preliminary assessment before starting an application. 

6.1.3. HALT Orientation Course

All prospective applicants must complete NESA’s online HALT Orientation Course before they can start an application for HALT accreditation. The course supports teachers to:

• understand the HALT application process and requirements
• understand the practice described in the Standards for HALT; and
• reflect on their practice against the Standards for HALT.

Prospective applicants who choose to complete the preliminary assessment (see Section 6.1.2) may do so either before or after they have completed the HALT Orientation Course. 

6.1.4. Starting an application

To start an application for HALT accreditation, a teacher must:

• discuss their readiness to apply with their principal/service director⁷
• complete NESA’s online HALT Orientation Course; and
• create an application for either Highly Accomplished or Lead Teacher, as applicable, in their NESA online account (eTAMS).

After a teacher has created an application in their NESA online account, their principal/service director must verify that the teacher:

• has discussed their intention to apply with their principal/service director; and
• is eligible to apply according to the requirements listed in Section 6.1.1 above.

After a principal/service director has verified a teacher’s eligibility, the teacher will be prompted to pay the application fee for the first module.⁸

An applicant may withdraw their application at any time by notifying NESA in writing. Applicants who withdraw within 12 months of starting an application may apply in writing to NESA for a refund of the application fee for module one (less the non-refundable administration fee for the preliminary assessment), provided they have not submitted module one. No other refunds apply. 

6.2. HALT accreditation requirements 

To achieve accreditation at HALT, applicants must:

• demonstrate that their practice consistently meets the Standards for Highly Accomplished or Lead Teacher (as applicable)
• collect, annotate and submit documentary evidence of their practice for every Standard Descriptor for Highly Accomplished or Lead Teacher (as applicable) across three modules (see Sections 6.2.1 and 6.2.2)
• nominate three to five referees to provide verbal evaluative comments on their practice and impact in relation to particular Standard Descriptors (see Section 6.2.2.c); and
• participate in a Site Visit at a school/service⁹ from an External Assessor, which includes observation of their teaching practice (in line with Section 6.2.3).

All applicants must continue to maintain accreditation at their current level, according to their maintenance timeframe, while developing their application for HALT accreditation.¹⁰

There is no minimum or maximum application timeframe.  

Applicants must be employed in NSW in a school/service based role or a non-school/service based role at the time of submitting each module¹¹ and participating in a Site Visit.¹² All evidence submitted must relate to teaching practice in NSW. Applicants must provide evidence of impact on their current colleagues¹³ and students/children¹⁴ and demonstrate their skills in teaching students/children in a classroom/learning environment situation over a period of time.¹⁵

6.2.1. Collecting documentary evidence of practice

Applicants must collect documentary evidence of their practice against the HALT Standards to annotate and submit for assessment with each module (see Sections 6.2.1 and 6.2.2).¹⁶

An applicant’s documentary evidence must demonstrate:

• the practice that is described in the identified HALT Standard Descriptors
• the impact of the teacher’s practice on colleagues and student/child learning progress and achievement; and
• how the applicant influences and supports colleagues to improve their practice relative to each Standard Descriptor.

Documentary evidence may be individual items¹⁷ or items that have been grouped into an evidence set(s).¹⁸

Across the three modules, applicants must ensure that their submitted documentary evidence includes:

• evidence of their practice for every Standard Descriptor for Highly Accomplished Teacher or Lead Teacher, as applicable
• at least one item from each of the six evidence categories (see Section 6.2.1.a)
• two reports on internal observations of the applicant’s teaching practice (see Section 6.2.1.b)
• at least one report of the applicant’s observation of a colleague’s teaching practice (see Section 6.2.1.c); and
• a description of the Lead Teacher Initiative (for Lead Teacher applicants only) (see Section 6.2.1.d). 

6.2.1.a. Documentary evidence categories

All applicants must submit a balance of documentary evidence from each of the following six evidence categories:

1. Learning and teaching programs
2. Observations of teaching students/children  
3. Reflection and feedback on teaching practice
4. Assessment and reporting on student/child learning outcomes
5. Collaboration and communication
6. Professional learning

6.2.1.b. Internal observation of an applicant’s practice 

Applicants must include two reports on internal observations¹⁹ of their teaching practice conducted in a school/service where they teach in their application.²⁰ An optional

File

is published on the NESA website.

At least one internal observation must be completed by the applicant’s principal/service director (or their delegate).²¹ The other internal observation must be completed by a teacher employed in the same school/service as the applicant and who is accredited at Proficient, Highly Accomplished or Lead Teacher.²² Both internal observations must be of the applicant teaching students/children in a classroom/learning environment.  

Each internal observation report must:

• identify which Standard Descriptors were the focus of the observation
• describe the practice observed and the applicant’s behaviour or actions; and
• include evaluative comments about the observed teaching practice in relation to the selected Standard Descriptors.

An internal observation report may also identify any Standard Descriptors observed that were in addition to those nominated as the focus for the observation. Applicants must not annotate their internal observation reports. Observations of the applicant’s practice can be submitted as part of one or more modules.  

6.2.1.c. Applicant’s observation of a colleague’s practice

All applicants must observe their colleagues teaching students/children in a classroom/learning environment for the purposes of demonstrating a capacity to work in a supportive and collaborative manner to improve the practice of their colleagues. An optional

File

is published on the NESA website.

Applicants must include a report on at least one observation they have conducted of a colleague’s teaching practice in their documentary evidence.

Applicants must annotate their report(s) on observation(s) of their colleague’s(s’) practice against relevant Standard Descriptors at the level for which the applicant is applying.

Observation reports of teacher practice by the applicant can be submitted as part of one or more modules. 

6.2.1.d. Lead Teacher Initiative

Applicants for accreditation at Lead Teacher must include evidence of an initiative they have led within the school/service or across schools/services and the impact of that initiative in an evidence module(s).²³  

The initiative must have been implemented over a period of time across the school/service and designed to build the capacity of their teacher colleagues and improve student/child learning progress and achievement. The applicant must have had a lead role in the implementation of the initiative to enable them to meet the requirements for Lead Teacher. 

The Lead Teacher Initiative must be sustainable and demonstrate the applicant’s positive impact over time. The initiative can be a responsibility delegated to the applicant, which they have then designed and implemented. The initiative can be demonstrated by applicants who hold formal leadership positions as well as by those who do not hold a formal leadership position.  

The Lead Teacher Initiative must:

• be implemented over a minimum of six months
• be linked to a school/service or system initiative(s)
• demonstrate the applicant’s leadership in designing, implementing, evaluating and reviewing the initiative; and
• demonstrate evidence of the applicant’s impact on colleagues’ knowledge, practice and/or engagement.

To provide evidence of an applicant’s chosen Lead Teacher Initiative, the applicant must:

• include a written description of the initiative, of up to 1000 words, which outlines the applicant’s individual contribution to the initiative, in the first module they submit²⁴
• include documentary evidence for the initiative in one or more modules; and
• ensure that at least one nominated referee can comment on the applicant’s practice in relation to the initiative. 

6.2.2. Evidence modules

Applicants must submit annotated documentary evidence of their practice in three modules in their NESA online account (eTAMS).  

Each evidence module an applicant submits must include three to 10 items of annotated documentary evidence (which may include a combination of items and/or evidence sets).²⁵ Applicants must address 10 to 15 Standard Descriptors in each evidence module.

To be accredited, an applicant’s documentary evidence submitted across the three modules must demonstrate their practice against all Standard Descriptors for the applicable level.

Applicants who do not successfully demonstrate practice against a Standard Descriptor(s) in a module must submit evidence in relation to that Standard Descriptor(s) in a subsequent module, in response to feedback provided in the relevant HALT Module Report. Applicants in these cases are not prevented from submitting the next module or participating in a Site Visit. If an applicant has not provided documentary evidence that successfully demonstrates practice against all Standard Descriptors after assessment of their third module, NESA will ask the applicant to revise and resubmit evidence in relation to the outstanding Standard Descriptors and in response to feedback provided in the HALT Module Report (see Section 6.2.4.a). 

6.2.2.a. Annotating documentary evidence

Applicants must annotate each item or set of documentary evidence they submit to analyse the impact of their practice on student/child learning progress and achievement and the practice of colleagues in relation to relevant Standard Descriptors.²⁶

Annotations must be developed using the template provided in the online application and must not exceed 350 words for an item or 1000 words for an evidence set.

Each item or set of documentary evidence a HALT applicant submits²⁷ must:

• illustrate practice at the applicable level of the Standards
• demonstrate:
  • the impact of the teacher’s practice on colleagues and student/child learning progress and achievement
  • how the applicant influences and supports colleagues to improve their practice; and
• be annotated by the applicant, in their NESA online account (eTAMS), to explain how it demonstrates their achievement of between two and four identified Standard Descriptors. 

6.2.2.b. Submitting modules

Applicants may submit a module at any time, as soon as the minimum requirements for the module have been met (see Section 6.2.2).

An applicant may not submit their second module until they have received the HALT Module Report for their first module. An applicant may not submit their third module until after their Site Visit.

Applicants must write an overview statement for each module they submit using the template provided in their NESA online account (eTAMS). The module overview statement must:

• provide the context and background for the evidence included in the module
• describe the key features of their collection of evidence, referring to the annotated items/sets in the evidence module
• include a summary of the applicant’s major strengths as a teacher in relation to the Standard Descriptors for the module; and
• be between 250 and 400 words.

Applicants must include details for up to two referees when they submit each evidence module (see Section 6.2.2.c).

6.2.2.c. Nominating referees

All applicants must nominate between three and five referees in total, over the course of the three modules. The role of a referee is to:

• provide verbal evaluative comments about the applicant’s practice in relation to between one and four Standard Descriptors, as allocated by the applicant; and
• verify the practice described in the applicant’s documentary evidence for the allocated Standard Descriptor(s).²⁸

Applicants must identify which Standard Descriptor(s) they have allocated to each of their referees when they submit the relevant evidence modules.

Applicants for Lead Teacher accreditation must ensure that at least one of their nominated referees can comment on the applicant’s practice in relation to the Lead Teacher Initiative.

Nominated referees must have first-hand knowledge of the applicant’s practice in a NSW school/service.  

An applicant’s nominated referees must include:

• a teacher colleague; and
• a teacher who has received professional assistance or guidance from the applicant.

Applicants cannot nominate a student/child as a referee or any individual who has been involved in making judgements about their application, including a HALT Assessor or the External Assessor who conducted the Site Visit. 

6.2.2.d. Assessment of modules

Modules are assessed by HALT Assessors as and when they are submitted by an applicant.  

Where an applicant’s module does not meet the requirements for a module, NESA will advise the applicant to amend their module before it is assessed.

When an applicant submits an evidence module, NESA:

• allocates two HALT Assessors²⁹ to review the annotated documentary evidence and prepare a HALT Module Report on their assessment, which includes:  
  • feedback on the extent to which the evidence demonstrates practice against the identified Standard Descriptors
  • advice about the quality of the submitted documentary evidence and annotations
  • a record of the evaluative comments provided by the applicant’s nominated referee(s), as applicable
  • which Standard Descriptors were demonstrated or partially demonstrated in the module and which, if any, were not demonstrated; and
• provides the completed HALT Module Report to the applicant within 28 days of the applicant submitting the module.³⁰  

One of the allocated HALT Assessors will be from the same sector/system and context as the applicant and one will be from a different sector/system and context, where possible.

If the two HALT Assessors’ judgements about the extent to which an applicant has demonstrated practice at the Standards are inconsistent, NESA will appoint a third HALT Assessor to assess the module and reach a consensus. NESA may also appoint a third assessor if requested by either of the HALT Assessors. Where a third HALT Assessor is appointed, they will be from the same sector/system and context as the applicant.

HALT Assessors will contact at least three of an applicant’s referees, over the course of the three modules, to discuss and verify the practice described in the applicant’s documentary evidence, including the Lead Teacher Initiative, as applicable. Referees are contacted at the point of assessing a module and a record of the evaluative comments from the referee(s) is included in the relevant HALT Module Report(s). 

6.2.3. Site Visit

Applicants must participate in a school/service-based Site Visit³¹ from an External Assessor after they have completed their second module and before they submit their third module. The External Assessor is appointed by NESA and is from the same sector/system and context (i.e. early childhood, primary or secondary school) as the applicant.³²

During the Site Visit the External Assessor:

• observes three sessions of practice, at least two of which must be when the applicant is teaching students/children in a lesson/learning experience  
• engages in professional discussion with the applicant and provides feedback on their observation of the applicant’s practice against the Standard Descriptors nominated by the applicant for the Site Visit³³
• engages in professional discussion with up to two colleagues nominated by the applicant, where applicable; and
• interviews the applicant’s principal/service director.³⁴

6.2.3.a. Preparing for the Site Visit

Applicants must arrange their Site Visit through negotiation with their principal/service director and NESA, including allowance for a 30-minute interview between the External Assessor and the principal/service director during the Site Visit. When an applicant requests a Site Visit NESA will appoint an External Assessor, considering their specific expertise in relation to the applicant’s context. 

6.2.3.b. Professional discussion

The External Assessor will provide the applicant with feedback on the observation of their practice during a professional discussion of up to one hour at the end of the Site Visit and may ask the applicant targeted questions based on their observations.

6.2.3.c. Principal/service director interview

The External Assessor will conduct a structured 30-minute interview³⁵ with the applicant’s principal/service director to seek evaluative comments about the applicant’s demonstration of practice against the Standards. The interview may be conducted by phone or videoconference if the principal/service director is located offsite or is not in the school/service on the day of the Site Visit³⁶.

6.2.3.d. The Site Visit Report

The External Assessor will write a report on the Site Visit in their NESA online account within 48-72 hours of finishing the Site Visit.³⁷ The External Assessor’s Site Visit Report will document:

• their observation of the applicant’s teaching practice, including Standard Descriptors met during the Site Visit, or not met, where relevant
• feedback to the applicant about their practice provided during the professional discussion
• a record of the professional discussion with up to two of the applicant’s colleagues, where the applicant has chosen to nominate colleagues to participate; and
• the interview between the External Assessor and the principal/service director.  

6.2.4. Completing an application

An application for HALT accreditation is complete when an applicant has:

• completed the requirements for and submitted all three evidence modules, including any revisions requested by NESA; and
• participated in a Site Visit.

NESA may contact an applicant to clarify any aspect of their completed application or the External Assessor to clarify any aspect of the Site Visit Report or the applicant’s workplace or employer to clarify any aspects of an application. 

6.2.4.a. Requesting revisions from an applicant

After assessing an applicant’s third module, NESA may ask an applicant to revise and resubmit documentary evidence where one or more Standard Descriptors have not yet been successfully demonstrated, within three months.³⁸ Where revisions are requested, NESA will provide feedback and advice to applicants on the Standard Descriptor(s) not yet successfully demonstrated.  

After an applicant has submitted their revised documentary evidence, the HALT Assessors will complete a HALT Module Report based on all evidence submitted for module three, including any revised evidence.³⁹

6.3. HALT accreditation decisions

HALT accreditation decisions are made by NESA based on the:

• assessment of the applicant’s evidence modules, as documented in the three HALT Module Reports
• assessment of the applicant’s Lead Teacher Initiative (for Lead Teacher applicants only); and
• External Assessor’s Site Visit Report.

NESA makes the accreditation decision within 28 days of the applicant submitting their third module (or within 28 days of the applicant submitting any revisions, where applicable).  

NESA can decide that an applicant for HALT accreditation:

• meets all requirements for accreditation and accredit the teacher at the higher level (see Section 6.3.1); or
• does not meet all requirements for accreditation and decide to not accredit the teacher at the higher level (see Section 6.3.2). 

6.3.1. Decision to accredit

If an applicant meets all requirements for accreditation at Highly Accomplished or Lead Teacher, as set out in Section 6.2, NESA will accredit the applicant at the level for which they applied and: 

• notify the applicant of the decision in writing, including information about maintaining their HALT accreditation
• advise the principal/service director and employer of the decision; and
• record the decision in the teacher’s NESA online account (eTAMS).  

The teacher will start their first maintenance of accreditation period at the higher level on the date the accreditation decision is recorded in their NESA online account (eTAMS) (see Section 7).  

6.3.2. Decision to not accredit

If an applicant does not meet one or more of the requirements for HALT accreditation as set out in Section 6.2, NESA will decide to not accredit the applicant at the level for which they applied and:

• notify the applicant of the decision in writing, including the reasons, specific feedback on their practice and advice to support their ongoing development; and
• record the decision in the teacher’s NESA online account (eTAMS).

Applicants whose HALT application is unsuccessful will remain:

• accredited at their current level; and
• subject to the applicable maintenance of accreditation requirements and timeframes.

A teacher may apply to NESA for an internal review of a decision to not accredit them at HALT within 28 days of being notified.⁴⁰ Information on how to apply to NESA for an internal review is published on the NESA website.

After the internal review is finalised, the teacher may apply to have the decision reviewed by the NSW Civil and Administrative Tribunal. 

6.4. Confidentiality and conflict of interest

All HALT Assessors and External Assessors must maintain confidentiality regarding all records and information obtained through their role in the HALT accreditation process.

All assessors must declare any matters of private interest and record any issues with the potential for conflict or perceived conflict of interest as and when they arise. In addition, assessors are excluded from any involvement in the accreditation decision or internal review of an accreditation decision for an applicant, if they:

• assessed any of the applicant’s evidence modules
• completed the applicant’s Site Visit; and/or
• were nominated by the applicant as a referee.

Where appropriate, assessors must disqualify themselves from all aspects of the assessment, decision or internal review process for any applicant where a conflict of interest exists or arises.

Current applicants for HALT accreditation are not permitted to be assessors. Any assessor who starts an application for HALT accreditation will be excluded from being an assessor for the duration of their application, until their application is complete and an accreditation decision is made. 

6.5. Accreditation of interstate HALTs

Teachers who hold national certification as a Highly Accomplished or Lead Teacher in another state or territory are eligible for accreditation at the same level in NSW. Interstate teachers must first apply to NESA for accreditation in NSW under mutual recognition arrangements (see Section 2.4).  

To have their national certification recognised, a teacher must provide:

• a certified copy of their HALT accreditation certificate (and/or other document(s)) that confirms the date they achieved certification and the jurisdiction in which it was achieved; and
• evidence of completion of maintenance (renewal), where relevant.  

NESA may contact another certifying authority to confirm a teacher’s status before changing the teacher’s record in eTAMS to reflect their level of national certification. Teachers will start maintaining their accreditation at the applicable level on the day they are recognised at that level in NSW. 

_{1. The HALT application fees are payable in three instalments. The fees, including a non-refundable administration fee for the preliminary assessment, are determined by the TA Regulation and are published on NESA's Apply for HALT page.}

_{2. This also includes New Zealand citizens who are teaching or have taught in a NSW school/service.} 

_{3. Highly Accomplished Teacher applicants without an annual performance assessment must have their principal/service director verify that their performance is satisfactory.}

_{4. Lead Teacher applicants without an annual performance assessment must have their principal/service director verify that their performance is satisfactory.}

_{5. The outcome of a preliminary assessment has no impact on the assessment of evidence or accreditation decisions.}

_{6. The preliminary assessment fee is determined by the TA Regulation and is published on NESA's Apply for HALT page.} 

_{7. Prospective applicants who work in more than one school/service or workplace are responsible for approaching and selecting one school/service/workplace to discuss applying and to attest to their eligibility to start an application.}

_{8. An applicant’s eligibility needs to be verified again if they do not pay the fee for module one and start an application within 12 months of their eligibility being verified.}

_{9. The Site Visit must be done at a school/service where the applicant has taught students/children over a sustained period of time.}

_{10. Applicants should refer to Section 5 and Section 7 for the applicable maintenance requirements and to their NESA online account (eTAMS) for their maintenance timeframe.}

_{11. Applicants may submit their first or second module only while on a Leave of Absence from their NSW teacher accreditation.}

_{12. See Section 6.2.3 for Site Visit requirements.}

_{13. For early childhood HALT applicants, all references to colleague(s) means an accredited teacher who works directly with the applicant.}

_{14. Applicants who are submitting their application while employed in a non-school/service based role must include evidence of their teaching practice collected while employed in a school/service based role. The school/service-based evidence must have been generated within the past five years of the applicant’s practice at the time of submitting the relevant module.}

_{15. There is no requirement for a specified number of hours or teaching load, but applicants must be responsible for an ongoing teaching program and the assessment of children/students.}

_{16. More information and guidance for applicants on collecting, annotating and organising documentary evidence for modules is available on NESA's Apply for HALT page.}

_{17. An individual piece of documentary evidence and/or linked extracts which demonstrates an applicant’s practice at between two and four Standard Descriptors.}

_{18. A group of individual items related by a general theme (e.g., unit of work, curriculum area or professional learning program).} 

_{19. The two internal observations are distinct from the observations completed by the External Assessor during the Site Visit (see Section 6.2.3).}

_{20. Observations may be undertaken remotely (by video) where necessary. An observation report must be provided by the observer following analysis of the lesson video. The remote observation may occur at the same time as the applicant is teaching or at a later time, by agreement between the applicant and the observer. Applicants must only submit the observation report, not the video file, for any observation done by video.}

_{21. For applicants in early childhood contexts, the observer(s) may be from outside the teacher’s current teaching context and must be an accredited teacher.}

_{22. Where the applicant is the only teacher accredited at Proficient Teacher or above in the school/service, the applicant must contact NESA for advice to enable the applicant to have two internal observations of their teaching practice completed.}

_{23. More information on the Lead Teacher Initiative is available in the Lead Teacher Evidence Guide.} 

_{24. The written statement does not constitute an item of evidence for the purposes of the minimum and maximum number of items for a module.}

_{25. If required, an applicant may submit more than 10 items in their third module, to account for any Standards Descriptors not successfully demonstrated in a previous module or the Site Visit.}

_{26. The only exception to this requirement is the internal observation. Teachers must not annotate the reports on internal observations of their own practice (see Section 6.2.1.b).} 

_{27. Each item or set of evidence submitted in the NESA online account must not exceed the maximum limit of 10MB.}

_{28. More information about the role of the referee, including questions that referees who are contacted will be asked, is available in the relevant evidence guide for applicants and on NESA's Effective documentary evidence page.}

_{29. NESA allocates HALT Assessors according to their availability.}

_{30. An additional seven days may be required if a third HALT Assessor is required. In these cases, applicants are notified of the extended timeframe for assessment of the module.}

_{31. More information and advice for applicants is provided in the Site Visit Guide.} 

_{32. NESA allocates External Assessors according to their availability.}

_{33. The External Assessor may also report on other Standard Descriptors they observe, whether or not they were nominated by the applicant.} 

_{34.  Where the applicant is the principal, the 30-minute structured interview is conducted with their line manager. Where the applicant is the service director, or the applicant works in an early childhood context where there is no service director or appropriate individual to provide evaluative comments about the applicant’s performance and practice against the Standards, NESA determines who will participate in the 30-minute structured interview.}

_{35. The set of interview questions that principals/service directors will be asked is published in the Site Visit Guide.}

_{36. If a principal/service director becomes unavailable for the interview after the Site Visit has been arranged, the principal/service director must contact NESA to make alternative arrangements.}

_{37. Where this is not possible, the External Assessor should contact NESA to discuss.} 

_{38. Applicants may apply to NESA for an extension of the three-month period on the grounds of illness or misadventure that occurs during the revision period.}

_{39. If an applicant does not respond to the request for revisions, or request an extension of the three-month revision period, NESA will proceed with making an accreditation decision based on the initial submission of the third module.} 

_{40. Under the Administrative Decisions Review Act 1997, S53.}