11.

Relevant technical knowledge (or ability to acquire knowledge) to:

• achieve work area outcomes
• apply relevant legislation, policy and guidelines
• apply a broad knowledge of Custom functions,
responsibilities and organisational linkages.

(Customs Department specific)

I am currently employed by the (Government Department) and do not have

experience working in the Customs Department. I can, however, demonstrate how I
meet this selection criteria in my current role and how I am able to quickly acquire
the knowledge and skills required in a Customs role.
As a member of the At Risk Educational Team at Tafe SA I work within my team to
not only achieve work area outcomes, but also outcomes for the at risk youth that
we are serving. Our long term unemployed students often have social or personal
issues, and sometimes both the student and I need to access student counsellors’
help in resolving these problems, which then enables them to reach their full
academic potential. English literacy support is frequently needed in my classes for
students with poor reading and writing skills. A specialised tutor is usually contacted
to join my class for short periods to assist and advise me on how to best help with
these issues. In all these areas, professional help is sought, and I then work as an
individual to put appropriate practises into action. Our work area outcomes include
maintaining specific attendance rates, pass rates, and employment outcomes or
further educational pathways, which is often difficult with marginalised students.
However, my classes over the past 12 months have achieved:

• 86% attendance rate (against a target of 65%)

• 75% pass rate (against a target of 50%)
• 45% employment or educational pathway rate (against a target of 20%.

As a teacher and public servant I my employment is bound by a number of pieces of

legislation, including:
• Public Sector Act 2009
• Public Sector (Honesty and Accountability) Act 1995
• Mutual Recognition Act 1992
• Trans-Tasman Mutual Recognition Act 1997
• Freedom of Information Act 1991
• Evidence Act 1929
• Child Protection Act 1993
• Information Privacy Principles 1989
• Acts Interpretation Act 1915
When I first began my role with the At Risk Educational Team, working with high risk
teenagers, I found myself challenged on the very first day. I quickly had to become
conversant with policies relating to students who are high or intoxicated in the
classroom, reporting of dangerous items in public places (namely syringes), privacy
issues and also, unfortunately, my responsibilities under the Child Protection Act.
These issues were a matter of health and safety and required immediate action. Due
to the nature of my students I have created a number of organisational linkages,
specifically with the Police Department, the Department of Human Services,
Centrelink and The Salvation Army, who often find temporary accommodation for
students who are facing homelessness.
I believe these challenging situations, and the requirement to learn quickly on the
job and act with maturity has set me up to land on my feet if in a position, in the
Customs Department.

I am aware that Customs and Border Protection work involves a range of legislation,
including:
• Customs Act 1901
• Commerce (Trade Descriptions) Act 1905
• Copyright Act 1968
• Trade Marks Act 1995
• Customs Regulations 1926
• Customs (Prohibited Exports) Regulations 1958
• Customs (Prohibited Imports) Regulations 1956
• Commerce (Imports) Regulations 1940

Customs and Border Protection is also involved in a range of work that involves
legislation administered by other Government Departments. For example, some
Customs and Border Protection officers perform functions provided for in the
Migration Act 1958, which is administered by the Department of Immigration and
Citizenship. The Customs Department also publishes the Customs Annual Regulatory
Plan annually. I am confident in my ability to apply this policy, guidelines and
legislation in the position.