Teacher guide
Methods of Drilling
flexiblelearning.net.au/Toolbox
Teachers guide Methods of drilling
The views expressed in the copyright work do not necessarily represent the views of the Commonwealth of Australia.
Broadband Content Services, National VET E-learning Strategy, © Commonwealth of Australia (Department of Industry Innovation,
Science, Research and Tertiary Education) 2012.
With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where
otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-ShareAlike 3.0 Australia
(http://creativecommons.org/licenses/by-sa/3.0/au ) licence.
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Teachers guide Methods of drilling
Table of Contents
Table of Contents ..................................................................................................................... 3
Introduction............................................................................................................................... 5
Getting started delivering e-learning....................................................................................... 7
Getting you started .................................................................................................................. 7
How to install the Toolbox ....................................................................................................... 7
Preparing to use the Toolbox .................................................................................................. 8
Computer and technical requirements .................................................................................... 9
Hardware ................................................................................................................................ 9
Software .................................................................................................................................. 9
Customisation ....................................................................................................................... 10
Online teaching strategies ..................................................................................................... 11
Social networking .................................................................................................................. 11
Preparing the learners to use the materials .......................................................................... 12
Implementing successful Toolbox delivery ............................................................................ 12
Providing support .................................................................................................................. 12
Tasks and discussion board activities ................................................................................... 13
Literacy and numeracy .......................................................................................................... 13
Qualification and competencies ............................................................................................ 14
Mapping to current Training Package, qualification and units ................................................ 14
1. Training Package .............................................................................................................. 15
2. Qualifications..................................................................................................................... 16
3. Competencies ................................................................................................................... 17
Unit guides .............................................................................................................................. 18
Employability Skills ................................................................................................................ 19
Target audiences .................................................................................................................... 21
Learners ................................................................................................................................ 21
Teachers/trainers/facilitators ................................................................................................. 21
Toolbox structure and design ................................................................................................ 23
Site map ................................................................................................................................ 23
Unit structure .......................................................................................................................... 28
Key features ............................................................................................................................ 29
Learning objects .................................................................................................................... 30
Scenes .................................................................................................................................. 31
Learning scenes .................................................................................................................... 32
Learning resources ............................................................................................................... 32
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Teachers guide Methods of drilling
Job log .................................................................................................................................. 33
Discussion............................................................................................................................. 33
Glossary ................................................................................................................................ 33
Teaching and learning design ............................................................................................... 34
Activities and tasks ................................................................................................................ 34
Purpose and content of the Learning scenes ........................................................................ 35
Purpose and content of the Learning resources .................................................................... 35
Learning scenes and Learning resources matrix ................................................................. 36
1
Heading off.................................................................................................................... 37
2
Pre-start checks ............................................................................................................. 37
3
Assist to stabilise the hole .............................................................................................. 38
4
Assist to add/remove rods .............................................................................................. 38
5
Remove core from the barrel ......................................................................................... 38
6
Check drilling and sampling equipment .......................................................................... 38
7
Sampling ........................................................................................................................ 39
8
Completion ..................................................................................................................... 40
Prior knowledge and skills ..................................................................................................... 41
Assessment suggestions ....................................................................................................... 41
Supplementary resources ..................................................................................................... 41
Assessment strategies .......................................................................................................... 41
Recognition of prior learning (RPL) ....................................................................................... 42
Access, equity and cultural diversity .................................................................................... 43
Getting help............................................................................................................................. 44
Contact Information ................................................................................................................ 44
Appendix A – Unit guide ........................................................................................................ 45
DRTNHB08A Assist air drilling .............................................................................................. 45
DRTNHB11A Assist conventional core drilling....................................................................... 48
DRTNHB12A Assist wireline core drilling .............................................................................. 51
DRTNHB15A Assist mud rotary drilling ................................................................................. 54
Appendix B – Learning scenes and Learning resources ..................................................... 56
1
DRTNHB08A Assist air drilling ....................................................................................... 56
2
DRTNHB11A Assist conventional core drilling............................................................... 57
3
DRTNHB12A Assist wireline core drilling ....................................................................... 58
4
DRTNHB15A Assist mud rotary drilling .......................................................................... 59
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Teachers guide Methods of drilling
Introduction
Welcome to the Methods of Drilling Toolbox. This Teacher guide will assist trainers and teachers
wishing to use the Toolbox either in its complete form, or as a source of learning components, in the
development of their own teaching programs.
The purpose of the Teacher guide is to show how the Toolbox resources can be effectively used to
assist in the delivery of a program. It is written in a non-prescriptive way, assuming that the trainers
will want to select aspects of the Toolbox, substitute others and customise aspects for their own
audience including learners with language, literacy and numeracy needs.
These strategies will provide opportunities to maximise the learning experience through the use of
the Toolbox and take advantage of the collaborative learning environment that can be achieved
through facilitated discussion and information sharing amongst a group of learners.
Series 7.06 Flexible Learning Toolbox
Supporting resources for Certificate II in Drilling from the DRT03 Drilling Training Package
(superseded)
with mapping to RII20909 Certificate II in Drilling Operations from the RII09 Resources and
Infrastructure Industry Training Package (released 01/08/2009).
05/04/2012: Version 1.1
This Teacher guide has been reviewed and updated to support the continued use and application of
the Methods of Drilling Toolbox to meet the requirements of the RII09 Resources and Infrastructure
Industry Training Package (released 1/08/2009).
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Training Package
Superseded Training Package
Training Package
Code
DRT03
RII09
Name
Drilling
Resources and Infrastucture Industry
Release date
09/12/2003
1/08/2009
Qualification
Code
Superseded qualification
Qualification
DRT2
RII20909
Eleven qualifications in total
Name
Certificate II in Drilling
Certificate II in Drilling Operations
See Section ‘Qualification and competencies’ for detailed mapping information.
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Getting started delivering e-learning
Getting you started
If you are new to e-learning, we suggest you visit http://designing.flexiblelearning.net.au/
This site provides some answers to two big questions: What is e-learning? And how do you do it?
There are a number of resources that provide learning designs, learning materials, strategies that
come with downloadable guides. Some of the areas covered are:
 Get started in e-learning.
 Explore e-technologies.
 Plan an e-learning initiative.
 Design an e-learning course.
 Develop an e-learning plan.
How to install the Toolbox
To start using this CD-ROM:
Insert the Toolbox CD in your CD-ROM drive. In most cases the CD will automatically run, if it
doesn't then do one the following.
 Using Windows Explorer (or your equivalent), double click on the CD-ROM icon to view the
files contained on the CD-ROM. Then double-click on the file called ‘index.htm’ at the root
directory level
or
 Using your web browser, go to the ‘File’ menu and select ‘Open file’, browse to the location of
the CD-ROM and open the file 'index.htm' at the root directory level.
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Preparing to use the Toolbox
As a workplace trainer or supervisor, it is important to set aside adequate time to familiarise yourself
with the Toolbox and its resources so you can properly support your learners. Teachers have
reported the greatest successes when they first familiarised themselves with the Toolbox,
integrating it with their course, developing student activities and additional material and thus guiding
the learners through using the Toolbox.
It is important to prepare to use the Toolbox. The following tips for trainers highlight important
information you should consider when introducing Toolboxes into your training.
 Set aside adequate time to familiarise yourself with the Toolbox so you can properly support
your learners.
 Internet sites change over time so make sure you check for broken links prior to using the
Toolbox.
 Set realistic time frames for implementation.
 Integrate the Toolbox into your teaching delivery, just as you would any new teaching
resource.
 Using a Toolbox is not about leaving learners alone to learn for themselves, but about using a
new medium as a part of an overall teaching delivery strategy.
 If you choose to conduct group activities via discussion boards or wikis, you will need to set up
discussion threads/wiki headings prior to commencing the activity.
 You may need to provide instructions to the learners on how to use communication tools such
as email, Wiki, virtual conferencing or chat.
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Computer and technical requirements
Nothing spoils a computer-based learning experience more than technical problems and difficulties.
On the opening screen of the Toolbox there is a link to Minimum requirements. Some users do not
check this prior to using the Toolbox and discover they don’t have the required software installed on
their computer, or that their computer doesn’t meet the minimum requirements. It is worth checking
with your Systems or IT Coordinator.
However, Toolboxes are designed for a standard specification computer and Internet connection
eliminating many problems. You can help by making sure your learners have checked their
computer against the minimum specifications listed, and where necessary help them to download
required plugins.
Hardware
To use the learning material in this unit, learners will need a computer with the following features:
 IBM® compatible with a 1 GHz processor running Windows 2000, XP, Vista, Windows 7 or
 Apple Macintosh® with a 500 MHz processor running OSX v10.5 with:
o
o
o
o
o
512 MB of RAM
1024 x 768 pixel display
CD-ROM drive
Internet access
Sound card.
Software
Learners will also need the following software/plug-ins installed on their computer:
 Internet Explorer 6.0 or above (http://www.microsoft.com/ )
or
 Firefox 3.0 or above (http://www.mozilla.com/)
or
 Safari 3 or above (http://www.apple.com/)
 Microsoft® Word 97 or a similar word processing program to open and use downloadable
forms, checklists and worksheets.
 Adobe® Flash Player 10. If you haven’t got this plug-in, you can download and install the
latest free version from: www.adobe.com
 Adobe® PDF Reader 8.0 or above. If you haven’t got this plug-in, you can download and
install the latest free version from: www.adobe.com.
Incorrect versions of these applications could result in information being shown in an unreadable
form or not shown at all.
Access to a printer would also be useful as you may have to print out pages from within the
Toolbox.
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Customisation
Toolboxes are designed to be customised. This is an important feature.
Teachers are invited to use parts of a Toolbox that complement their training sessions and/or
incorporate their own materials into a Toolbox. There are a series of mini tutorials available on the
Toolbox website that may assist you in customising a Toolbox. These can be found at:
http://tle.tafevc.com.au/toolbox/access/search.do. If you require assistance with your customisation,
please contact the Content Services Advisor in your state. You will find a list of Content Services
Advisors at http://toolboxes.flexiblelearning.net.au/support.
To customise resources in this Toolbox you will need software such as:
 An HTML text editor such as Homesite®, BBEdit® or Adobe® Dreamweaver to edit web
pages. Alternatively, for a free downloadable text editor try Kompozer –
 http://www.kompozer.net/download.php
 A word processor such as Microsoft® Word to edit documents.
If customisation of multimedia interactions is required, then the following applications may be
necessary:
 Flash CS3
 XML SPY or equivalent XML editing tool
 Photoshop/Fireworks (or equivalent) for editing still images
 SoundEdit16 (or equivalent) for editing sound content
 Premiere (or equivalent) for editing video content.
Refer to the Technical guide for further information.
Customising the Job log
The Job log can be customised, using word processing software such as Microsoft® Word.
We recommend that the trainer add to the content or remove content from the Job log as required in
order to meet specific training needs. Job log sections can in this way be made situation specific in
order to deal with a particular current issue or adhere to an individual company’s standards.
The learning resources have been built using Flash and can be customised, deleted or completely
replaced to better suit the target audience. Learning resources can also be used for different
purposes. For example, you can use the learning resource on Personal Protective Equipment in a
number of drilling units. Individual scenes are also Flash based and can be removed or replaced in
the same way.
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Online teaching strategies
Teaching in an online environment focuses on facilitating and guiding the learner’s progress.
Learners have significant learning resources available to them in the Toolbox, in the workplace and
on the internet. Helping learners to navigate this information and pinpoint the relevant materials to
meet performance criteria is the central role. It requires a clear statement of learning objectives and
regular feedback on learner progress.
Toolboxes are designed to encourage this learner collaboration and the activities are customisable
depending on requirements. It is the trainer’s decision how this collaboration occurs.
For example:
 A trainer might set up a discussion board or online discussion forum around specific aspects
of a drilling method. A start and finish date might be set for the discussion, and a proportion
of final assessment weighted to participation. Learners may be notified of these
requirements by email, as well as through an initial posting on the bulletin board. The bulletin
board (along with other tools) is a useful record of learner contributions for assessment
purposes.
Online discussions will only work if there is a sense of team collaboration, so it is important that you
consider how to develop this team environment. Throughout the tasks in this Toolbox there are
many opportunities for learners to communicate with their colleagues.
Below are some tips that could help you to set up and facilitate communication activities with the
learners.
 You can use an online icebreaker in a computer training room or with learners who are at
different locations.
 If you intend for your learners to collaborate online (using email, a learning management
system, or a web discussion board) it’s important to give them a chance to get familiar with
each other by using the medium, before they get down to the serious part.
 Set group projects based on the job logs.
Social networking
Every day, your learners communicate with each other in new and different ways, and emails and
bulletin boards are not always the preferred options. Mobile phones, text messaging and creating
and sharing media files (videos, graphics, podcasts) are other common forms of communication that
people currently use.
Social networking tools allow you to assist learners to network with other learners as they complete
Toolbox activities. For example, you can ask learners to create networks by:
 reviewing Your Guide to Social e-learning for additional information and ideas:
http://socialelearning.flexiblelearning.net.au/social_elearning/index.htm
 sharing their work in weblogs, for example, writing in their own blog or sharing mobile phone
photos in moblogs (mobile weblogs)
 collaborating with others to develop documents, for example, using wikis to put together a
response to a problem
 creating and sharing photos of their work using photo sharing software, for example, Flickr,
www.flickr.com
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 creating and sharing bookmarks of sites they have found useful in research, for example,
www.delicious.com
 creating and sharing media files capturing their work, for example, MP3s or video files
 sharing their evidence for assessment in social networking spaces on the internet
 sharing ideas and information via a virtual conference.
Preparing the learners to use the materials
The learning activities and resources in this Toolbox are accessed via the selection of a Drilling
Method. Learners work through the Toolbox in the role of a trainee driller’s assistant (called a New
Starter) and learn about drilling through the context of a drilling shift.
It is recommended that you provide an orientation to the Toolbox in a practical, face-to-face session
with learners actually using the Toolbox.
Each task is a discrete entity that draws upon the learning resources and can be completed alone,
or in conjunction with other tasks in that unit, to form a meaningful learning experience.
Using a Toolbox is not about leaving learners alone to learn for themselves, but about using a
medium as part of an overall teaching delivery strategy.
In addition to the resources that are located in the Toolbox, it is highly recommended that you refer
your learners to a range of other resources including textbooks, websites, video etc.
Implementing successful Toolbox delivery
The following tips for learners highlight important information you should consider when introducing
the use of Toolboxes into your delivery strategy.
 Flexible delivery is not about leaving learners alone to learn for themselves, but about using a
new medium as a part of an overall teaching delivery structure that is well defined. In an
evaluation of Toolboxes, the overall message from teachers was that ‘structure means
success’ and reflects their recognition that effort is required to integrate the Toolbox into their
teaching delivery – just like building any new teaching resource.
 Feedback from the same evaluation of Toolboxes suggested that orientation sessions
appeared to be a feature of the more successful trials. Providing orientation to the Toolbox in
a practical, face-to-face session with learners actually using the Toolbox is clearly a key to a
successful use. It provides a mixture of technical and pedagogical assistance that aligns the
Toolbox with the qualification and the course.
Providing support
 It is important to plan ahead and obtain management support, set realistic timeframes for
implementation and gain support from the learner’s employer before introducing the Toolbox.
 Make sure that you are aware of legislation and regulations which may impact on flexible
delivery of the Toolbox. For example, learners working at home, traineeship agreements,
apprenticeship agreements and enterprise-based arrangements.
 Establish whether your learners have completed any previous units online. This way you can
gauge how much support you will need to provide to coach learners in development of online
learning skills, as well as the content in the units. You will probably find learners require
different levels of support. In the first few weeks get a clear picture of how each learner is
coping to enable early intervention.
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Teachers guide Methods of drilling
 If you manage a very large group of learners, create a sense of community online by setting
up study groups of four to eight students, all of whom begin the Unit at more or less the
same time. This makes it easier for learners to gain the benefits of social learning and to
form networks and provide support to each other as they study.
 Once you have set up the study group, facilitate an online ‘icebreaker’ activity when learners
start the Unit. You could include ideas for facilitating this activity within the Teacher Guide.
 Plan ahead and be clear to your learners about which group work activities you expect them
to complete.
Tasks and discussion board activities
 If you choose to include discussion board exercises, you will need to set up discussion
threads prior to commencing the activity. You will also need to advise learners of these
requirements if you have not included instructions in the Toolbox content.
 You should also encourage learners to use the discussion board to ask for assistance if they
are unsure of where to find a resource. You may need to provide instructions to the learners
on how to use communication tools such as e-mail, discussion board or chat. TIP: make use
of the LMS delivery tools.
 If you are delivering the program online, email will be the primary method of communication
with your learners, so ensure that you have a clear system of email folders for managing the
traffic.
 Send emails to all learners with reminders of the tasks that should be completed, the tasks in
progress with reminders for times of chats or forums during that week. Alerting learners to
activities for which they should be undertaking individual learning (e.g. in learning tasks and
learning packs) prior to a group activity in the week to come can also be helpful. You might
comment on the quality of work in the preceding week and provide tips and encouragement
for the task at hand.
 Be clear about timeframes by setting targets for learning. These can help you with your ‘online
lesson’ planning. You will need to set frameworks so that learners know what to do, and
when to do it.
 When learners are about to start an online group activity, send them an email with instructions
on what teams they will be in or whose job it is to start a round robin activity. Do not presume
learners will work it out.
Literacy and numeracy
 Find out whether the learner will need literacy support to read the online material or complete
the exercises. Workplace supervisors are often aware of the literacy difficulties of their
employees, and often already have support mechanisms in place, such as pairing the worker
up with another person with better literacy skills.
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Teachers guide Methods of drilling
Qualification and competencies
The Methods of Drilling Toolbox was developed to support the eleven Certificate II Drilling
qualifications from the DRT03 Drilling Training Package. This Training Package was superseded in
2009 by the RII09 Resources and Infrastructure Training Package. As a result, the four units of
competency supported by the Toolbox are no longer current, although the content is still applicable
to the RII09 Resources and Infrastructure training package as of November 2011.
The qualification RII20909 Certificate II in Drilling Operations from RII09 Resources and
Infrastructure has replaced all of the original eleven specialised Certificate II qualifications in drilling
with a single general qualification. The new qualification has been designed with sufficient flexibility
to enable selection of suitable elective units of competency to be able to tailor to the different drilling
specialisations.
The learning objects contained in the Toolbox are still applicable to the new RII20909 Certificate II
Drilling Operations, and support four non-hydrocarbon units of competency common to the eleven
original Certificate II qualifications in drilling specialisations (Environmental,
Foundation/Construction, Geotechnical, Trenchless Technology, Mineral Exploration, Mineral
production and Development, Blast Hole, Oil/Gas Off-Shore, Oil/Gas On-Shore, Seismic and Water
Well).
The content within this Teacher guide has been updated to align with the requirements of the RII09
Resources and Infrastructure Industry Training Package (as at November 2011). The Toolbox itself
has not been altered, hence the Toolbox structure and design, Teaching and learning design, and
Tasks and activities sections within the Teacher guide remain consistent with the Toolbox.
The units of competency from DRT03 Drilling supported by the Toolbox are:
Competency code
Competency name
DRTNHB08A
Assist air drilling
DRTNHB11A
Assist conventional core drilling
DRTNHB12A
Assist wireline core drilling
DRTNHB15A
Assist mud rotary drilling
Mapping to current Training Package, qualification and units
The Methods of Drilling Toolbox was developed to provide learning and assessment resources for
the eleven Certificate II qualifications in Drilling from the DRT03 Drilling Training Package, which
was superseded in 2009 by RII09 Resources and Infrastructure. As the trainer/assessor, you will
need to ensure any gaps and variations within the Toolbox are addressed within your training
program.
The following tables detail the mapping between the former Training Package DRT03 Drilling,
current Training Package RII09 Resources and Infrastructure and the qualifications and
competencies as used in the Toolbox:
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1. Training Package
Superseded Training Package
Training Package
(as of November
2011)
DRT03 Drilling
RII09 Resources
and Infrastructure
Date
released
Comment
1/08/2009
Rationalisation and
consolidation into RII09 of the
six old Resources and
Infrastructure training
packages:
 RII06 Civil Construction
 MNQ03 Extractive
Industries
 MNM05 Metalliferous
Mining
 DRT03 Drilling
 MNC04 Coal
 BCC03 Civil
Construction .
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2. Qualifications
Superseded qualifications
Qualification
(as of November
2011)
DRT20103 Certificate II in
Drilling - Environmental
DRT20203 Certificate II in
Drilling Foundation/Construction
DRT20303 Certificate II in
Drilling - Geotechnical
DRT20403 Certificate II in
Drilling - Trenchless
Technology
DRT20503 Certificate II in
Drilling - Mineral Exploration
DRT20603 Certificate II in
Drilling - Mineral Production
and Development
DRT20703 Certificate II in
Drilling - Blast Hole
DRT20803 Certificate II in
Drilling - Oil/Gas Off shore
RII20909
Certificate II in
Drilling operations
Superseded Comment
date
1/08/2009
Eleven old streamed
Certificate II in Drilling
qualifications have been
consolidated into one new
qualification: RII20909
Certificate II in Drilling
Operations.
RII20909 requires 12 units of
competency consisting of:
 eight core, four
electives:
 minimimum of one
elective from specified
electives
 up to three from general
electives
 up to one from
elsewhere (CII or CIII
level).
DRT20903 Certificate II in
Drilling - Oil/Gas On shore
DRT21003 Certificate II in
Drilling - Seismic
DRT21103 Certificate II in
Drilling - Water Well
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3. Competencies
Superseded
competencies
Competencies
DRTNHB08A
Assist air drilling
RIINHB219A Assist
with air drilling
Equivalency statement
Comment
Mapping: DRT03 v2.0
TO RII09 v1.0
Expanded skills in:
(as at November
2011)
DRTNHB08A became
RINHB204A Deemed
"Equivalent"
Mapping: RII09 v1.0 to
v2.0 RINHB204A
became RINHB219A.
"Not equivalent but
similar outcomes"
 interpersonal
skills, selfmanagement,
legislation and
regulations,
team
participation
 inclusion of bit
sharpening skills
 changes to
performance
criteria with
respect to
specific
equipment.
 Additions to
performance
criteria: 1.1, 1.2,
1.4, 3.5, 6.4.
 Removal of 2.6,
2.8, 2.9, 2.10.
DRTNHB11A
Assist
conventional
core drilling
No Equivalent
Mapping: DRT03 v2.0
TO RII09 v1.0
The content of the
original unit has been
redistributed across
DRTNHB11A "Not used
several other units
in RII09"
within the qualification.
The Toolbox learning
object content for
DRTNHB11A remains
relevant to the core
units of the current
qualification.
DRTNHB12A
Assist wireline
core drilling
RIINHB208B Assist
diamond core drilling
Mapping: RTD03 v2.0
TO RII09 v1.0
DRTNHB12A became
RINHB208A
"Equivalent"
Mapping: RII09 v1.0 to
v2.0 RINHB208A
became RINHB208B.
"Equivalent"
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Expanded emphasis on
OHS,
reporting/recording,
interpersonal skills, selfmanagement, team
participation,
legislation/regulations.
Inclusion of operation of
overshot retrieval
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Teachers guide Methods of drilling
system.
Additions to
performance criteria:
1.1, 1.2, 1.4, 2.8, 3.2
DRTNHB15A
Assist mud rotary
drilling
RIINHB211A Assist
mud rotary boring
Mapping: RTD03 v2.0
TO RII09 v1.0
DRTNHB15A became
RINHB211A
"Equivalent"
Expanded emphasis on
OHS,
reporting/recording,
interpersonal skills, selfmanagement, team
participation,
legislation/regulations.
The Range statement
now expressly covers a
broad range of work
instructions, and the
situation and
methodology thereof.
Additions to
performance criteria:
1.1, 1.2, 1.4, 3.1, 3.3.
Unit guides
A Unit guide for each of the learning objects (units) in the Toolbox has been developed. The Unit
guides are included as Appendix A of this Teacher guide.
The Unit guides provide an overview of the Employability Skills that are implicit within the unit, a
detailed breakdown of the featured interactive activities and the resources required to complete the
unit.
For additional information on this qualification refer to the TGA Skills website – www.training.gov.au.
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Employability Skills
Employability Skills are sometimes referred to as generic skills, core skills, essential skills,
capabilities or Key Competencies. The Commonwealth of Australia defines them as, “skills required
not only to gain employment, but also to progress within an enterprise so as to achieve one’s
potential and contribute successfully to enterprise strategic directions”. (Employability Skills
Summary, http://employabilityskills.training.com.au/index.php, accessed 14 January 2010).
The following table contains a summary of the Employability Skills for the qualification RII20909
Certificate II in Drilling Operations. This table should be interpreted in conjunction with the detailed
requirements of each unit of competency packaged in this qualification. The outcomes described
here are broad industry requirements that may vary depending on the packaging options.
Employability Skills
Industry/enterprise requirements for this qualification include:
Communication
 Speak clearly and directly
 Listen carefully to instructions and information
 Read and interpret work instructions and safety signs
 Calculate basic weights, distances and volumes
 Complete incident and maintenance reports
 Adjust communication style to meet the needs of people with diverse backgrounds
Teamwork
 Apply teamwork in a range of situations, particularly in a safety context
 Contribute to the planning and execution of operations
 Work cooperatively with people of different ages, gender, race, religion or political persuasion
and people with disability
 Recognise and respond sensitively to people from culturally and linguistically diverse
backgrounds
Problem solving
 Adjust work methods in response to changing weather and site conditions
 Participate in team solutions to safety issues
Initiative and Enterprise
 Independently adapt to changing work conditions or different work areas
 Identify potential improvements to working practice and conditions
 Identify and assess risks in the workplace
Planning and organising
 Manage time and priorities to complete work
 Identify and obtain appropriate equipment and permits
 Identify potential hazards and prepare appropriate responses
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 Follow procedures and techniques relevant to the equipment and work being done
Self management
 Take responsibility for planning and organizing own work priorities and completing assigned
tasks
 Monitor own performance to ensure work will be completed well and on time
 Understand the standard of work expected at a work site
Learning
 Be willing to learn new ways of working
 Seek information to improve performance from people and workplace documents like policies,
procedures etc.
 Understand equipment characteristics, technical capabilities, limitations and procedures
Technology
 Use technology to monitor and report on work progress
 Use communications technology appropriate to the workplace (email, mobile, radio, etc)
 Operate equipment safely
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Target audiences
Learners
This Toolbox is designed for new starters – people who have just completed their onsite induction
and have started as apprentices or assistant drillers on site, to help gain the knowledge and
experience required for driller’s assistants.
The Certificate II is an AQF level 2 qualification, the purpose of which is to qualify individuals to
undertake mainly routine work as a pathway to further learning. Graduates will have knowledge and
skills for work in a defined context and/or for further learning.
Knowledge and skill requirements
The Knowledge and skills required would be such that their breadth, depth and complexity would
prepare a person to perform in a range of varied activities or knowledge applications where there is
a clearly defined range of contexts and in which the choice of actions required is usually clear.
These include:
 where there is limited complexity in the range of operations to be applied
 be able to perform a prescribed range of functions involving known routines and procedures
and have some accountability for the quality of outcomes
 may include some complex or non-routine activities involving individual responsibility or
autonomy and/or collaboration with others as part of a group or team
 demonstrate basic operational knowledge in a moderate range of areas
 apply a defined range of skills
 apply known solutions to a limited range of predictable problems
 perform a range of tasks where choice between a limited range of options is required
 assess and record information from varied sources
 take limited responsibility for own outputs in work and learning.
Language, Literacy and Numeracy requirements
The assessment environment should not disadvantage the participant. The design of assessment
tools must reflect the language, literacy and numeracy competence required for the performance of
a task in the workplace and not exceed these expectations. You can identify specific literacy and
numeracy requirements within the required skills section of each unit.
Assessors must ensure that assessment processes do not place inappropriate emphasis on
language, literacy or numeracy and do not disadvantage candidates on inappropriate grounds, such
as gender or cultural background.
Teachers/trainers/facilitators
The Toolbox is designed so that the online teacher or training organisation can use it to meet
different delivery needs. These needs may be determined by the influence of industry sector,
training setting and individual learning styles.
The Toolbox will suit a range of delivery and assessment contexts, including:
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 workplace trainers working in a one-to-one or group training situation
 vocational trainers and/or assessors in an educational or workplace setting who deliver
training, conduct assessments and issue qualifications
 team leaders/supervisors and/or line managers who are involved in implementing learning in
the workplace and assessing its effectiveness
 new practitioners, part-time or full-time, casual or sessional
 facilitators of online learning programs.
Trainer’s role
Trainers should familiarise themselves in advance with the Learning objects (Units), Learning
scenes, Learning resources and Job log in order to be appropriately prepared for training delivery
and feedback from students.
Business mentors
If learners have access to business mentors, mentors could be utilised in a variety of ways. For
example, some activities require learners to fill in worksheets. The worksheets could be reviewed by
the business mentor as an alternative to trainer feedback. Mentors could be also used by individual
learners to help complete activities requiring group discussion or input.
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Toolbox structure and design
Site map
A detailed site map which provides an overview of the Toolbox structure is provided below. There is
no site map available within the Toolbox itself:
All text items highlighted in blue are hyperlinks to equivalent Toolbox locations.
Toolbox SITE MAP – 7.06 Methods of Drilling
Home page
 Tour Guide
o
o
o
o
o
o
What’s this Toolbox about?
Start using the Toolbox
Jobs and units
Learning resources
Getting around
Icons and links
 Teacher’s guide
 Competencies and resources
o
o
o
o
DRTNHB08A Assist air drilling
DRTNHB11A Assist conventional core drilling
DRTNHB12A Assist wireline core drilling
DRTNHB15A Assist mud rotary drilling
 Minimum requirements
 Acknowledgements
 Disclaimer
Methods of Drilling
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AIR
 Discussion
 Glossary
 Job log
 Introduction
o
o
o
o
Rotary air blast (RAB)
Down the hole hammer (DTHH)
Reverse circulation (RC)
Air Core
Preparations
 Heading off
o
o
Personal Protective Equipment PPE
Sharpen drill bits
 Pre-start check
o
o
Stabilise racks
Pre-start site checks
Operations
 Assist to stabilise the hole
o
o
o
o
Use drilling fluids to stabilise the hole
Mix air drilling fluids
Use casing to stabilise the hole
Use cement, grout or hole-packing products to stabilise the hole
 Assist to Add/Remove rods
 Check drilling and sampling equipment
o
o
o
Maintain air-drilling equipment
Maintain swivels and hoses
Maintain ancillary equipment
Sampling
 Sampling
o
Handle air chip samples
 Completion
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CONVENTIONAL CORE
Discussion
Glossary
Job log
Introduction
Preparations
 Heading off
o
Personal Protective Equipment PPE
 Pre-start check
o
o
Stabilise stands
Pre-start site checks
Operations
 Assist to stabilise the hole
o
o
o
o
Use drilling fluids to stabilise the hole
Mix drilling fluids
Use casing to stabilise the hole
Use cement, grout or hole-packing products to stabilise the hole
 Assist to Add/Remove rods
 Remove core from the barrel
o
Inspect the conventional core barrel
 Check drilling and sampling equipment
o
o
o
o
o
Maintain rod handling equipment
Maintain swivels and hoses
Maintain ancillary equipment
Store and handle diamond tools
Inspect the conventional core barrel
Sampling
 Sampling
o
o
o
Handle core samples
Collect sludge samples
Number core trays
 Completion
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WIRELINE CORE
Discussion
Glossary
Job Log
Introduction
Preparations
 Heading off
o
Personal protective equipment
 Pre-start check
o
o
Stabilise racks
Pre-start site checks
Operations
 Assist to stabilise the hole
o
o
o
o
Use drilling fluids to stabilise the hole
Mix drilling fluids
Use casing to stabilise the hole
Use cement, grout or hole-packing products to stabilise the hole
 Assist to Add/Remove rods
 Remove core from the barrel
 Check drilling and sampling equipment
o
o
o
o
o
o
Maintain rod handling equipment
Inspect the overshot
Maintain swivels and hoses
Maintain ancillary equipment
Store and handle diamond tools
Inspect the wireline core barrel
Sampling
 Sampling
o
o
o
Handle core samples
Collect sludge samples
Number core trays
 Completion
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MUD ROTARY
Discussion
Glossary
Job Log
Introduction
 Rotary drilling with the rods in tension
 Slim hole rotary with the rods in compression
 Single tube reverse circulation
Preparations
 Heading off
o
Personal protective equipment
 Pre-start check
o
o
Stabilise racks
Pre-start site checks
Operations
 Assist to stabilise the hole
o
o
o
o
Use drilling fluids to stabilise the hole
Mix drilling fluids
Use casing to stabilise the hole
Use cement, grout or hole-packing products to stabilise the hole
 Assist to Add/Remove rods
 Check drilling and sampling equipment
o
o
o
o
Maintain mud drilling equipment
Maintain swivels and hoses
Maintain ancillary equipment
Store and handle diamond tools
Sampling
 Sampling
o
Handle mud chip samples
 Completion
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Unit structure
The Methods of Drilling Toolbox contains four units representing each of the four methods of drilling,
known as Learning objects. All four Learning objects follow the same layout and structure within
the Toolbox. The four Learning objects are accessed from the Main menu page of the Toolbox.
Each Learning object contains a number of activities and tasks known as Scenes, Learning
scenes and Learning resources, which are intended to be accessed sequentially.
Learners do have the option of going directly to any of these components from the Competencies
and resources page, which can be accessed from the Main menu. The Learning objects
themselves are also designed to allow learners to bypass particular activities or backtrack to a
different Scene, if desired.
The Job log, Discussion and Glossary pages can only be accessed within each of the four
Learning objects.
The image (below) shows the Competencies and resources page from the Toolbox, with the
relationships between the units of competencies, Learning scenes and Learning resources.
A comprehensive table showing these relationships has been provided in Appendix A.
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Key features
The resources in the Toolbox are accessed via the selection of one of the four drilling methods.
Students work through the Toolbox in the role of a trainee driller’s assistant (called a New Starter)
and learn about drilling through the context of a drilling shift. Dave the driller is their guide.
When learners open the Home page, they are greeted with a welcome message and instructions to
begin and select a unit. The Home page of the Toolbox is shown below.
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Learning objects
Learning objects are major components of content that form a self-contained sequence of learning.
A ‘learning object’ is defined as:
 A digital entity designed to support a particular learning experience, that can be repurposed
for use in another setting, and which forms or is part of an IMS content package. Essential
characteristics of learning objects are that they incorporate a self-contained sequence of
learning and be discoverable, interoperable, editable and reusable. (source: Australian
Flexible Learning Framework Trials of Learning objects (Series 7) http://toolboxes.flexiblelearning.net.au/documents/reports.htm#r17
A learning object does not imply that it is an entire competency or one of the key performance
criteria from a unit of competency. A learning object is an output that can be used by others as a
stand-alone product. The best way to identify a learning object is as a segment of content that can
stand alone and be used independently from the rest of the competency.
The Methods of Drilling Toolbox contains four learning objects. They are:
 Air Drilling
 Conventional Core Drilling
 Wireline Core Drilling
 Mud Rotary Drilling
The content of each learning object conforms to a particular drilling scenario that is relevant to the
selected method of drilling, and which continues right through to the end of the unit.
Learning objects can also be accessed separately to the Toolbox, as ‘discrete learning objects’,
from http://toolboxes.flexiblelearning.net.au/
A ‘learning object’is defined as:
 A digital entity designed to support a particular learning experience that can be repurposed for
use in another setting, and which forms or is part of an IMS content package. Essential
characteristics of learning objects are that they incorporate a self-contained sequence of
learning and be discoverable, interoperable, editable and reusable. (source: Australian
Flexible Learning Framework Trials of Learning Objects (Series 7)
http://toolboxes.flexiblelearning.net.au/documents/reports,htm#r17
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Scenes
After selecting a suitable learning object (Method of Drilling) the learner is presented with four
progressive drilling ‘stages’ for that particular drilling method, known as Scenes.
The Scenes for each Learning object are:
 Introduction
 Preparations
 Operations
 Sampling
The Introduction provides an overview of the drilling method for that entire learning object. Learners
then progress to the next scene and so on until the learning object is completed.
Shown below is an example of the Scene ‘Preparations’, taken from the AIR unit.
Each Scene requires the worker to move through a series of activities until the scene has been
successfully completed. Dave the driller is the guide. He guides the learner through the activities as
well as providing feedback.
While some of the feedback gives a brief rationale for the choices within the activity, this is
intentionally incomplete and in most cases will need to be followed through in the Job log.
The design of each Scene acknowledges that workplaces throughout the industry vary slightly, but
that the learning required to operate within them is transferrable from one workplace to another. The
Scenes simulate a ‘typical’ or generic environment in order to communicate this learning and the
transferrable nature of the information.
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Learning scenes
For each Scene up to two Learning scenes have been developed, these represent the key
activities for the scene.
In the following example, the learning object is Conventional Core Drilling, the Scene is Sampling
(centre-top, highlighted in yellow) and the current Learning Scene is also called Sampling (left-hand
upper, highlighted in yellow).
Learning resources
Each Learning scene contains a number of tasks to be completed by the learner, known as
Learning resources.
The Learning resources support the Scenes and are self-contained objects that can be undertaken,
either as discrete entities or within the context of the Scene. Each Learning resource provides
relevant learning to the topic of the Learning scene.
In the example image above, the Learning resources are underlined as plain text links in the lower
right-hand corner of the page. They can also be accessed by selecting from the three magnifying
glass icons located in the upper right-hand corner of the page.
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Job log
The Job log is accessed from the yellow ‘button’ visible towards the upper right-hand side of any
Learning scene.
The Job log is a Microsoft® Word document that allows learners to record their responses during
their progress working through the Toolbox. The Job log assists in providing evidence towards onsite practical competency assessment. It is also designed to promote higher-order thinking skills,
including reflection. Because of the lower literacy levels of the target learner, the Job log is designed
to gain maximum learning while not requiring a lot of writing.
Discussion
In the Job log, the learner is directed to undertake ‘Discuss’ activities at various points.
Learners are encouraged to communicate online, via the Discussion board, communicating with
their instructor, their mentor (eg the driller to whose team the learner has been assigned) and with
other learners, in order to provide feedback and comment on learning progress.
Glossary
The glossary is an alphabetic listing of words that are used or associated with the content in this
Toolbox. It consists of a single html page with alphabetic navigation and links back to the top of the
page. Words that are written in orange in the Toolbox can be found in the glossary. You can
customise this page to add further references.
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Teaching and learning design
The teaching and learning strategies employed in the Method of Drilling Toolbox:
 are task-centered
 are problem-based
 involve reflection/evaluation
 are self-paced
 are interactive
 require identify, interpret and analyse’.
The learning outcome requirements underpinning the competencies used in the Toolbox are largely
practical and procedural, focussing on the skills related to assisting with drilling operations. There is
an emphasis on OHS, reporting/recording, development of interpersonal skills, self-management,
team participation and knowledge and use of related legislation and regulations. These outcomes
are contextualised and will differ slightly, depending on the drilling environment and drilling method
undertaken.
Many learners will have limited experience with computers and may have limited literacy/numeracy
skills or other impairments or disabilities. These need to be taken into account in delivery of
teaching and learning strategies.
Learners are able to choose and access content within the Toolbox according their needs and level,
though it is recommended that guidance be provided where necessary. Students can choose to
work through all of the topics in sequence, or choose individual topics that suit their learning needs
Learners can also use the tasks as a framework to gather evidence for an RPL assessment.
Each Learning scene offers workplace tasks (learning resources), which give students an
opportunity to apply the skills and knowledge gained through the Learning scenes to their own
workplace setting. This is a more hands-on approach to learning.
Activities and tasks
In the Methods of Drilling Toolbox, activities and tasks are presented as Learning scenes and
Learning activities respectively.
This section provides detailed information about the activities and tasks for each of the four units of
competency supported in the Toolbox. This includes:
 the purpose and content of the Learning Scenes
 the purpose and content of the Learning Resources
 assessment suggestions
 related resources.
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Purpose and content of the Learning scenes
Eight Learning scenes are included in the Toolbox, represented within the four methods of drilling.
Some of the learning scenes are repeated verbatim within each of the methods of drilling, while
others are contextualised for each particular method. These scenes are:
 Heading off.
 Pre-start checks.
 Assist to stabilise the hole.
 Assist to add/remove rods.
 Remove core from the barrel (for Wireline core and Conventional core only).
 Check drilling and sampling equipment.
 Sampling.
 Completion.
The Learning scenes are designed to provide situation-specific activities for the learner to engage
in, and are supported by text extracts as well as guidance and feedback from the guide ‘Dave the
Driller’. The Learning scenes can be completed by the learner in any given order though they are
designed to be completed sequentially.
Purpose and content of the Learning resources
The Learning scenes are supported by twenty activities, called Learning resources, each focussing
on an aspect of a particular Learning scene. The activities support or reinforce particular aspects of
a Learning scene, and sometimes cover distinct areas of knowledge that may span several Learning
scenes.
Of particular importance is the Job log, an ongoing record of the learners’ progress and a potential
assessment tool.
Note - Not all of the performance criteria for the units of competency
are addressed by the Learning scenes and the Learning resources. The
Toolbox is designed to be an adjunct to training, and in itself does not
meet the learning outcome requirements of the units of competency.
Detailed mapping of the Learning scenes and Learning resources against performance criteria is
provided in Appendix B.
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Learning scenes and Learning resources matrix
Learners can progress through the Learning scenes contained in the units of competency in any
given order. Set out below are the individual Learning scenes and any associated Learning
resources as contained in the Toolbox:
Learning Scene
Associated Learning Resources
1 Heading off
Personal Protective Equipment (PPE)
2 Pre-start checks
Pre-start check
Stabilising rod racks
3 Assist to stabilise the hole
Mix air drilling fluids (for Air drilling)
Mix drilling fluids (for other units)
4 Assist to add/remove rods
None
5 Remove core from the barrel
Inspect the conventional core barrel
(for Wireline core and Conventional
core only)
6 Check drilling and sampling
equipment
Maintain air drilling equipment (Air only)
Inspect the conventional core barrel (Conventional core
only)
Inspect the core barrel (Wireline core only)
Maintain ancillary equipment
Maintain rod handling equipment
Maintain swivels and hoses
Inspect the wireline core barrel (Wireline core only)
Pre-start site check
Maintain mud drilling equipment (Mud only)
7 Sampling
Handle air chip samples (Air drilling only)
Handle core samples (Conventional core and Wireline
core only)
Handle mud chip samples (Mud only)
Number core trays (Conventional core and Wireline core
only)
Collect sludge samples (Conventional core and Wireline
core only)
8 Completion.
None
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1
Heading off
The Heading off scene deals mainly with personal protective equipment, but also includes elements
of pre-start vehicle checks, shift change forms and the nature of working in the drilling industry.
If the learner seems overwhelmed by the scene presented in the main section on the right of their
screen, encourage him/her to take a minute to move left and right across the screen to become
familiar with the interface. This is worthwhile, as the interface is used in future activities.
The instructor will need to describe the scenario to the learner as follows:
The learner is a New starter in a crew of three, with the driller and a more experienced assistant.
They work the day shift at a site in the Kundara district and they start the day at the workshop in
Kalgoorlie.
When introducing this scene with learners, compare the similarities and differences between the
scene and their own workshop.
Here are some questions you could ask to start discussion.
 What jobs are you responsible for when you first start a shift?
 Explore the noticeboard. What are the kinds of documents on the board? What are they and
why are they there? What other interesting items are in the workshop?
 Read the shift change form. What clues does the form give you about the day ahead? What
kinds of things will the driller’s assistant need to do, as indicated by the shift change form.
(Note: New starters may not be familiar with a shift change form. Take the time to show them
a real example and explain how it is used).
When learners discover the PPE cupboard in the scene, ask them to stop and think about the kinds
of hazards they might expect on the site. As they note one, ask them to click on the PPE that they
think might protect against that hazard. The driller’s assistant will give feedback if it’s not required.
Encourage learners to learn more about PPE by opening the learning resource at the bottom of the
screen. They can use the self-check to test their understanding about PPE.
When the learner is ready, they can select the ‘I’m ready to go’ button underneath Dave. Discuss
the consequences of arriving on site without the correct equipment. Work with the learner through
the Job log for PPE. Be aware that some learners may have difficulty with reading or writing, so be
prepared to help out if needed. With some thought, all of the activities in the Job log could be done
with pictures or completed verbally.
2
Pre-start checks
Dave tells the learner to do a pre-start check of the site to see if there are any hazards. Ask the
learners to describe a pre-start check on their site. Encourage them to use the Pre-start checks
learning resource to find out how to perform a pre-start check.
Finding all of the hazards in the scene is quite difficult and learners will need a strategy for
systematically examining the scene. Encourage the learner to consider how they might find hazards
on the site. For example, a common strategy is:
 Look up for overhead hazards.
 Look on the ground for trip hazards.
 Look at eye level for anything that is out of place.
The learner can then use this strategy to find the hazards within the scene and in real life.
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When the learner starts the pre-start check, Dave tells them to help move a branch first. You might
want to ask the learner to think about why Dave asked them to move the branch before other items.
Some possible answers might be:
 it was a significant hazard that needed to be dealt with immediately
 it required two people to lift it, so Dave wanted to give you a hand before doing other work.
One of the benefits of e-learning is that the learner can experiment with making the wrong decision
and explore the consequences.
Here are some questions you could ask to encourage learners to explore the consequences of
incorrect actions.
 What might happen if you didn’t stack the core tray with the others?
 What could happen if you leave the rod rack as it is?
Some learners may comment that the virtual site is not the same as their site. This is because all
sites are subtly different. Ask the learner to explain what these differences are. Help the learner to
complete the Job log for the Pre-start check section.
3
Assist to stabilise the hole
In this scene, learners explore three different methods used to stabilise a hole. Encourage learners
to investigate and discuss the situations where each method would be used.
Example question: Drilling fluid is typically more economical than casing, so when would you use
casing?
4
Assist to add/remove rods
Adding and removing rods is usually a process that is best demonstrated by hand. If you have
access to a drill site, a hands-on demonstration would be ideal. If you do not have access to a drill
site, perhaps you could use a long cardboard tube to demonstrate the process of adding and
removing rods.
5
Remove core from the barrel
This scene only applies to core drilling.
If possible, show the learners a real overshot and an inner tube lifting device. Allow the learners to
experiment with joining the latches to the spearhead point. This is a lot more difficult to describe if
you cannot show the items.
6
Check drilling and sampling equipment
When the learners first view the scene, ask them to identify the equipment that they will have to
check in the scene. Then ask them to access the learning resource that they think might apply to
each of the equipment items.
When they feel ready, encourage the learners to select a piece of equipment in the scene to check
and maintain.
The scene only shows a small selection of the equipment that you need to know how to inspect and
maintain. Ask learners to identify some other pieces of equipment that they are responsible for in
their work.
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7
Sampling
The process of sampling differs between core drilling and air and mud methods, so the activities for
sampling are very different in each case.
Sampling for air
Taking chip samples in air drilling is an extremely fast process. The driller’s assistant must take the
sample bag from the sample trailer and place it on the ground, in the correct position, before the
next sample bag fills.
To experience something of this process and to learn how to lay out sample bags, learners can play
a game. They are timed against how long it takes them to place 15 bags.
This is designed to be a fun activity. Encourage New starters to try to beat their own time or another
learner’s time. Don’t worry too much in the first instance about getting learners to think about correct
placement of bags. If learners have difficulty using the mouse, then encourage them to try to beat
their own time rather than compete against other learners.
After learners have played the game a couple of times, get them to stop and explain how to place
sample bags.
Encourage learners to explore the learning resource in this scene to learn more about air sampling.
Sampling for conventional core and wireline core
For core sampling, it’s extremely important that the core is correctly placed in the tray and marked
appropriately. For this reason, the activity requires learners to place the core in the tray correctly.
If possible, encourage learners to explore the learning resources before attempting the activity. This
will help them know what to do in the activity.
Guide learners through each stage of the activity. Allow learners to make mistakes. Encourage them
to talk through their reasoning aloud. For example, you could ask, ‘Why did you put that piece of
core there?’
Sampling for mud rotary
Sampling in mud rotary drilling involves placing a sludge box in the return drain. One of the
challenges is to select the best possible location for the sludge box and to choose an appropriately
sized box so that sample is collected.
Some questions you might like to ask are:
 What kinds of things do you have to consider when choosing a location for sampling?
 Look closely at the drilling fluid (arrows) moving around the drill. When does fluid move
fastest? When does it move slowest?
 Why was the larger sludge box more successful than the smaller box?
Help the learner complete the Job log for sampling.
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8
Completion
Although there is no performance criteria associated with this scene, the Completion section is the
most important part of the Job log. One of the benefits of reflection is that it helps the New starter
know what questions to ask when they don’t understand what they are experiencing onsite.
When learners regularly reflect on their learning and work, they are better able to identify the areas
that they need more training. This saves the driller time, because the learner will ask questions
when needed.
Learners often find the process of reflection difficult, so you may need to provide some help by
talking them through each question. Encourage the learner to go through the same process at the
end of the day or week.
Job log
At the completion of each Learning scene, the learner will be directed to fill out the Job log. The Job
log provides space for recording assessment evidence, as well as prompts for utilising the online
facilities via Discuss tasks.
As a trainer, you may wish to utilise all or part of the Job log for assessment purposes. Learners will
be asked to submit the Job log to you, however you are free to modify how it is submitted to suit
your purposes.
Familiarise yourself with the Job log and the tasks required of the klearner. Also, make sure you
understand the Toolbox story scenes and Learning resources in order to anticipate the kinds of
questions you may be asked in relation to the Job log requirements.
Alternative approaches
Rather than hand in a fully completed Job log, you may want to direct your students to hand in
completed scenes as they are done.
Direct them to submit the relevant section to you in whichever way is most useful (egg printed or
copied into a separate document). This might be more appropriate for learners who have difficulty
completing large assignment tasks.
You may also wish to facilitate or continue discussion virtually on each topic. Use the Discuss task
in the Job log to start discussions and expand on any points raised by the learners.
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Teachers guide Methods of drilling
Prior knowledge and skills
The Learner should have the following prior knowledge and skills:
 basic literacy and numeracy skills
 basic communication skills
 ability to follow instructions
 ability to participate as a member of a team.
Assessment suggestions
Since the unit competencies are performance-based, most assessment will be done in the
workplace and the learner will need to have access to a drilling environment to demonstrate
competence.
The Job log is designed to help the learner collect evidence of competency toward a chosen unit. It
encourages the learner to explain and justify the reasons why things are done in a particular way on
site. For example, a particular competency performance criteria may relate to use of appropriate
Personal Protective Equipment (PPE). The Job log requires the learner to explain the possible
hazards that can be avoided by the correct use of PPE.
You can also use the Job log as an example for developing your own evidence-based assessment
instruments. You’ll notice that the Job log includes a range of different tasks (highlighted in bold
font). This helps to accommodate different learning styles. When you are developing assessment
items, try to develop questions that allow the learner to demonstrate what they know.
Supplementary resources
No external resources have been supplied with this Toolbox.
Assessment strategies
The Drilling Methods Toolbox does not specifically support assessment of the competencies, as
assessment methodologies and practices can vary greatly for RTOs nationally.
Toolboxes in general do not provide summative assessment(s). However, some of the activities
contained in a Toolbox may lend themselves to be used in the context of formative assessment(s).
The Toolbox supports the summative assessment process as learners will be working on tasks that
directly align with the competencies and will be producing evidence of their skills and knowledge
through the work they complete in the Toolbox. As part of an evidence portfolio, an assessor may
choose to use completed worksheets and journals presented by a learner online or face-to-face, as
well as meaningful contributions to online discussions or the project work recommended in the
Toolbox. However, in most cases you will be using additional assessment methods to ensure
learners fully demonstrate their competency, for example:
 observation of workplace performance – will need a well planned observation guide; will need
to be combined with other methods to assess underpinning knowledge
 simulation – role plays to assess negotiation or consultation skills; useful for overcoming
ethical issues when direct observation in the workplace is not appropriate
 demonstration through videos of performance
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Teachers guide Methods of drilling
 interview/dialogue – present case scenarios and ask learners how they would respond;
include questions to assess underpinning knowledge; improves access and equity; when
integrated with observation of performance can assess understanding in context; may be
conducted online with voice tools, or face-to-face.
Further assessment requirements to supplement the Toolbox content are the RTOs responsibility, in
accordance with AQF standards and requirements for competency-based assessment.
The Job log in the Methods of Drilling Toolbox is structured so it can be submitted as formal
assessment evidence for one or more of the four units of competency. The assessor may need
additional evidence before they are in a position to form a judgment about the learner’s
competence, as defined by the Training Package unit evidence requirements. Additional evidence
may include a practical demonstration, a third party report from the learner’s supervisor and
examples of documents produced by the learner at their workplace.
The assessor should consult the unit of competency for more information about assessment
evidence. The full unit of competency is provided in each Toolbox unit as a PDF document in the
Unit guide.
Recognition of prior learning (RPL)
Learners
Toolboxes can offer RPL Expressways to help learners decide whether they should apply for
recognition of prior learning in any of the units covered. This section provides information on how
the RPL process works, as well as an RPL Checklist for each of the competencies supported in the
Toolbox.
Note that version 7.06 of the Methods of Drilling Toolbox is not equipped with any information about
RPL pathways or skills recognition information.
Teachers/trainers/facilitators
Teachers/trainers/facilitators must explain what recognition of prior learning (RPL) is to learners,
and how learners can access the skill recognition area of the Toolbox. Learners should be made
aware that if they have existing skills and knowledge relevant to a particular unit of competency, that
they can investigate the skill recognition area of the Toolbox to help them judge whether to process
with an RPL application.
Please note that this does not facilitate nor process an RPL application or assessment as that must
be managed and supported by an RTO. It does, however, provide an excellent insight into what’s
involved with RPL and also offers a range of useful tools for both RPL candidates and RPL
assessors.
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Teachers guide Methods of drilling
Access, equity and cultural diversity
This section describes how the Toolbox supports the principles of access and equity, cultural
diversity and cultural inclusiveness, and the learning needs of Indigenous learners[1].
Nationally, the goals of all VET policies on equity are the same: to improve access to study and
related outcomes within VET for all clients and potential clients.
Improving access might involve strategies such as including accessibility features[2], ensuring that
selection criteria and course materials do not discriminate against learners and adapting activities to
encourage all learners. Strategies to improve access contribute to equity of outcomes from training
regardless of individual circumstances, background and identity
Examples of equity strategies include providing a supportive learning environment; adjusting
assessments and the means of accessing information to meet individual circumstances; and
developing and using inclusive training materials.
Essentially, in the context of VET, equity refers to the capacity for all learners to achieve results in
training and to receive training in an inclusive environment with inclusive materials. Inclusive
environments and materials acknowledge and value the differences between people and cultures;
they include, rather than exclude.
In meeting the principles of access and equity, it is important to accommodate the different needs of
all learners in an active and inclusive way. Considerations include:
 Is the learning environment (virtual or other) familiar to the learners?
 How does the cultural background of these learners influence their use and view of time?
 What cognitive styles characterise the target learners?
 What previous educational levels may the target learners achieved?
 How do learners conceive the role of the teacher/trainer/facilitator?
 Do the target learners have an increased likelihood of particular forms of disability?
 What kind of relationship do learners expect/want with their teacher/trainer/facilitator?
 What kinds of assessment tasks are fair and unbiased for the target learners?
 What rewards and forms of feedback are most motivating and beneficial for these learners?
 How do the learning materials respect Indigenous knowledge systems and processes?
[1] See: “e-Learning Guidelines for Aboriginal and Torres Strait Islander
Learners”.http://www.flexiblelearning.net.au/accessequity/downloads/R018G.pdf
[2] Adherence to accessibility requirements is mandatory under Australian law see
http://e-standards.flexiblelearning.net.au/topics/accessibility.htm for an outline of the Framework’s requirements
[3] For more in-depth details refer to: “Cross-cultural Issues in Content Development and Teaching
Online”. http://flexiblelearning.net.au/guides/crosscultural.pdf
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Teachers guide Methods of drilling
Getting help
If there are any technical issues, users should refer to the specifications in the Technical guide. If
assistance is still required:
 discuss the issue with your Content Services Advisor
 call the Help Desk on 1300 736 710
 email your issue to toolboxhelp@flexiblelearning.net.au.
What is a Content Services Advisor?
There is a Content Services Advisor in each State and Territory. The Content Services Advisor
service is provided to assist Private RTOs, Industry bodies, TAFE, ACE and Schools in VET in the
successful implementation of Flexible Learning Toolboxes. Funded under the National VET Elearning Strategy, the Content Services Advisors are the "face" of Toolboxes in their state or
territory. To locate your Content Services Advisor, please visit
http://toolboxes.flexiblelearning.net.au/support/.
What can the Content Services Advisors do for you?
 Organise and conduct professional development activities.
 Mentor teams wishing to implement Toolboxes.
 Provide advice about using the Toolboxes.
 Disseminate information and broker other types of support (eg customisation).
Contact Information
For further information on Flexible Learning Toolboxes, please contact:
Flexible Learning Toolbox Help Desk
Phone:
1300 736 710
Email:
Toolboxhelp@flexiblelearning.net.au
Website: flexiblelearning.net.au/Toolbox
For further information on the National VET E-learning Strategy, please contact the FLAG
Secretariat:
Phone:
03 9954 2700
Email:
flag_enquiries@natese.gov.au
Website: flexiblelearning.net.au
National VET E-learning Strategy 2012 – 2015
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Teachers guide Methods of drilling
Appendix A – Unit guide
Appendix A details how elements and performance criteria from the four original units of
competency align with the Learning scenes and Learning resources in the Toolbox.
Trainers and assessors should use this Unit guide to inform the mapping of their learning plan to the
units of competency, elements and performance criteria as of November 2011. Guidance on the
implications of the changes can be found on Page 14.
Note: Not all of the Performance criteria have been addressed by the Toolbox.
The units of competency are:
DRTNHB08A
Assist air drilling
DRTNHB11A
Assist conventional core drilling
DRTNHB12A
Assist wireline core drilling
DRTNHB15A
Assist mud rotary drilling
DRTNHB08A Assist air drilling
Please consider changes to the content of the updated unit RIIN H8219A Assist with air drilling (as
of November 2011), which may impact on the Unit Guide that refers to DRTNHB08A.
Element
Performance criteria
01 Follow workplace
safety procedures
for air drilling
operations.
1.1 Identify hazards and risks associated
with handling, loading, moving, using
and storing air-drilling equipment.
Learning
scene
Learning
resource
Pre-start check
Stabilise racks
1.5 Wear all necessary personal
protective equipment and protective
clothing when assisting with rotary air
drilling.
Heading off
Personal
protective
equipment
2.1 Fit/remove and measure correct
bits/down-hole tools to/from the drill
string.
Check drilling
and sampling
equipment
Maintain air
drilling
equipment
2.2 Lay out drill string in readiness for
Assist to
1.2 Load, unload, move, handle, use
and store rotary air drilling equipment
and all associated tools, sampling
devices and connecting equipment
according to workplace procedures.
1.3 Set up and stabilise rod racks as
required.
1.4 Take necessary safety precautions
when handling potentially contaminated
samples.
02 Support the air
drilling process.
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Teachers guide Methods of drilling
tripping/drilling.
add/remove
rods
2.3 Add/remove drill rod to/from drill
string.
Assist to
add/remove
rods
2.4 Inspect drill pipe, bits, threads and
other down-hole equipment for wear or
damage.
Check drilling
and sampling
equipment
Maintain air
drilling
equipment
2.5 Sharpen tungsten carbide button bits
as required and according to the
organisation's procedures and/or
manufacturer's specifications.
Heading off
Sharpen drill
bits
2.6 Observe housekeeping and site
safety measures while supporting air
drilling operations.
Pre-start check
Pre-start site
checks
2.7 Use pipe/casing handling equipment
according to manufacturer's
recommendations and the organisation's
procedures.
Assist to
stabilise the
hole
Assist to
add/remove
rods
2.8 Operate wireline retrieval system
according to manufacturer/company
procedures.
03 Collar holes and
insert casing.
04 Handle samples.
2.9 Free up roller bits/rollers as required
and according to organisation's
procedures and/or manufacturer's
specification.
Check drilling
and sampling
equipment
2.10 Disassemble, inspect and
reassemble DTH hammers.
Check drilling
and sampling
equipment
3.1 Install and seal casing using the
correct methods.
Assist to
stabilise the
hole
3.2 Use, install and maintain stuffing
boxes and collar T pieces as per
manufacturer's/company's policy.
Assist to
stabilise the
hole
4.1 Obtain and/or lay out chip samples
in accordance with workplace, drilling
sector or site procedures.
Sampling
Maintain air
drilling
equipment
Handle air chip
samples
4.2 Split, bag, label and store samples
for transport according to workplace or
site specific requirements.
Handle air chip
samples
4.3 Clean and service sampling
equipment as required.
Handle air chip
samples
4.4 Obtain uncontaminated samples
using appropriate sampling methods.
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Teachers guide Methods of drilling
05 Use restraining
devices.
4.5 Clear blockages in sample and
delivery hose to organisation
procedures.
Handle air chip
samples
4.6 Note and report possible changes to
sample quality due to blockages.
Handle air chip
samples
5.1 Fit restraining devices to
organisation procedures.
Check drilling
and sampling
equipment
Maintain
swivels and
hoses
5.2 Identify dangers of high velocity
samples in air drilling and take
appropriate measures to minimise
hazards.
06 Mix drilling fluids
for air/foam drilling.
6.1 Wear appropriate protective clothing.
Mix air drilling
fluids
6.2 Check labels and read and interpret
safety information/hazard codes.
Mix air drilling
fluids
6.3 Mix the drilling fluid according to
procedure.
Mix air drilling
fluids
6.4 Store drilling fluid components and
additives safely and according to
manufacturer's recommendations.
07 Carry out basic
maintenance of tools
and equipment.
7.1 Perform inspections and routine
checks on ancillary equipment such as
air compressor and injection pump.
7.2 Perform inspections and basic
maintenance on pipe handling
equipment.
7.3 Observe occupational health and
safety procedures in carrying out
equipment maintenance.
National VET E-learning Strategy 2012 – 2015
Maintain air
drilling
equipment
Assist to
add/remove
rods
Maintain air
drilling
equipment
Page 47
Teachers guide Methods of drilling
DRTNHB11A Assist conventional core drilling
The content of DRTNHB11A has been distributed across several units within RII20909 Certificate II
in Drilling Operations.
The Toolbox learning object content for DRTNHB11A remains relevant to the core units of
RII20909 Certificate II in Drilling Operations.
Element
Performance criteria
01 Follow workplace
safety procedures
for coring
operations.
1.1 Identify hazards and risks associated
with handling, loading, moving, using
and storing core drilling equipment.
Learning
scene
Learning
resource
Pre-start check
Stabilise
stands
1.5 Wear all necessary personal
protective equipment and protective
clothing when assisting with core drilling.
Heading off
Personal
protective
equipment
(PPE)
2.1 Fit/remove and measure correct
bits/reamers to/from the core barrel.
Remove core
from the barrel
Inspect the
conventional
core barrel
2.2 Lay out rod string in readiness for
tripping/drilling.
Assist to
add/remove
rods
2.3 Add/remove drill rods.
Assist to
add/remove
rods
2.4 Inspect core barrel regularly and
replace worn/damaged components
under the direction of the driller.
Check drilling
and sampling
equipment
Inspect the
conventional
core barrel
2.5 Observe housekeeping and site
safety measures while supporting core
drilling operations.
Pre-start check
Pre-start site
checks
2.6 Use rod/casing handling equipment
according to manufacturer's
recommendations and the organisation's
Assist to
stabilise the
hole
Assist to
1.2 Load, unload, move, handle, follow
workplace procedures for the use and
storage of core drilling equipment and all
associated tools, sampling devices and
connecting equipment.
1.3 Set up and stabilise racks.
1.4 Take necessary safety precautions
when handling potentially contaminated
samples.
02 Support the core
drilling process.
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Teachers guide Methods of drilling
procedures.
03 Handle core
samples.
add/remove
rods
2.7 Store and handle diamond tools
according to
manufacturer's/organisation's policy.
Store and
handle
diamond tools
3.1 Set up pump-out system on core
barrel for recovery of core samples if
required.
Handle core
samples
3.2 Remove core samples from core
barrel and place in core trays in correct
sequence for inspection by the clients'
representative.
Sampling
3.3 Number core trays and samples.
3.4 Remove and place sections of core
retained in the core lifter into the core
box in the appropriate place.
Number core
trays
Sampling
3.5 Record information on core marker
blocks and core box accurately and
legibly.
3.6 Take precautions to ensure no
surface contamination of cores/delicate
cores are preserved.
04 Mix drilling fluids.
Handle core
samples
Handle core
samples
Number core
trays
Sampling
Handle core
samples
3.7 Follow safe stacking procedures for
core boxes during storage and
transportation.
Handle core
samples
3.8 Carry out collection of sludge
samples as required.
Collect sludge
samples
3.9 Apply appropriate lifting techniques
when lifting full core boxes.
Handle core
samples
3.10 Clean and lubricate core barrel
components as required and
reassemble in preparation for the next
run.
Handle core
samples
4.1 Wear appropriate protective clothing.
4.2 Check labels and read and interpret
safety information/hazard codes.
4.3 Apply correct mixing procedure for
the drilling fluid.
Mix drilling
fluids
4.4 Carry out storage of drilling mud
components and additives safely and
according to manufacturer's and
organisation's recommendations.
4.5 Perform basic tests on the fluid and
record/report the results as required.
National VET E-learning Strategy 2012 – 2015
Mix drilling
fluids
Page 49
Teachers guide Methods of drilling
05 Carry out basic
maintenance of tools
and equipment.
5.1 Perform inspection and checks on
serviceability of core barrel components
including outer tube, inner tube, split
tubes (as required), core lifter case and
core lifter, and back-end assembly.
Check drilling
and sampling
equipment
Inspect the
conventional
core barrel
5.2 Perform inspections and routine
checks on ancillary equipment.
Check drilling
and sampling
equipment
Maintain
ancillary
equipment
5.3 Perform inspections and basic
maintenance on rod handling
equipment.
Maintain rod
handling
equipment
5.4 Observe occupational health and
safety procedures in carrying out
equipment maintenance and use correct
personal protective equipment.
5.5 Fit restraining devices to Kelly hoses
as required.
National VET E-learning Strategy 2012 – 2015
Check drilling
and sampling
equipment
Maintain
swivels and
hoses
Page 50
Teachers guide Methods of drilling
DRTNHB12A Assist wireline core drilling
Please consider changes to the content of the updated unit RIINHB208B Assist diamond core
drilling (as of November 2011), which may impact on the Unit guide that refers to DRTNHB12A.
Element
Performance criteria
01 Follow workplace
safety procedures
for coring
operations.
1.1 Identify hazards and risks associated
with handling, loading, moving, using
and storing core drilling equipment.
Learning
scene
Learning
resource
Pre-start check
Stabilise racks
1.5 Wear all necessary personal
protective equipment and protective
clothing when assisting with core drilling.
Heading off
Personal
protective
equipment
(PPE)
2.1 Fit/remove and measure correct
bits/reamers to/from the core barrel.
Check drilling
and sampling
equipment
Inspect the
wireline core
barrel
2.2 Lay out rod string in readiness for
tripping/drilling.
Assist to
add/remove
rods
2.3 Add/remove drill rods and core inner
tubes.
Remove core
from the barrel
2.4 Inspect inner tube/core barrel
regularly and replace worn/damaged
components under the direction of the
driller.
Check drilling
and sampling
equipment
Inspect the
wireline core
barrel
2.5 Observe housekeeping and site
safety measures while supporting core
drilling operations.
Check drilling
and sampling
equipment
Pre-start site
checks
2.6 Use rod/casing handling equipment
according to manufacturer's
recommendations and the organisation's
procedures.
Assist to
stabilise the
hole
1.2 Load, unload, move, handle, follow
workplace procedures for the use and
storage of core drilling equipment and all
associated tools, sampling devices and
connecting equipment.
1.3 Set up and stabilise racks.
1.4 Take necessary safety precautions
when handling potentially contaminated
samples.
02 Support the core
drilling process.
2.7 Store and handle diamond tools
according to manufacturer/organisation
policy.
2.8 Operate overshot retrieval system
according to manufacturer/organisation
procedures.
National VET E-learning Strategy 2012 – 2015
Store and
handle
diamond tools
Introduction
Remove core
from the barrel
Page 51
Teachers guide Methods of drilling
03 Handle core
samples.
3.1 Dismantle inner tube for recovery of
core samples.
Handle core
samples
3.2 Remove core samples from core
barrel and place in core trays in correct
sequence for inspection by the clients'
representative.
Sampling
Handle core
samples
3.3 Remove and place sections of core
retained in the core lifter into the core
box in the appropriate place.
Sampling
Handle core
samples
3.4 Record information on core marker
blocks and core box accurately and
legibly.
3.5 Take precautions to ensure no
surface contamination of cores and
delicate cores are preserved.
Sampling
Handle core
samples
3.6 Follow safe stacking procedures for
core boxes during storage and
transportation.
Handle core
samples
3.7 Carry out collection of sludge
samples as required.
Collect sludge
samples
3.8 Apply appropriate lifting techniques
when lifting full core boxes.
Handle core
samples
3.9 Clean and lubricate inner tube
components as required and
reassemble in preparation for the next
run.
04 Mix drilling fluids.
Number core
trays
Check drilling
and sampling
equipment
Inspect the
wireline core
barrel
4.1 Wear appropriate protective clothing.
4.2 Check labels and read and interpret
safety information/hazard codes.
4.3 Apply correct mixing procedure for
the drilling fluid.
Mix drilling
fluids
4.4 Carry out storage of drilling mud
components and additives safely and
according to manufacturer's and
organisation's recommendations.
4.5 Perform basic tests on the fluid and
record/report the results as required.
05 Carry out basic
maintenance of tools
and equipment.
Mix drilling
fluids
5.1 Perform inspection and checks on
serviceability of core barrel components
including outer tube, inner tube, split
tubes (as required), core lifter case and
core lifter, head assembly, and wireline
overshot assembly (as required).
Check drilling
and sampling
equipment
Inspect the
wireline core
barrel
Inspect the
overshot
5.2 Perform inspections and routine
checks on ancillary equipment.
Check drilling
and sampling
equipment
Maintain
ancillary
equipment
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Teachers guide Methods of drilling
5.3 Perform inspections and basic
maintenance on rod handling
equipment.
Check drilling
and sampling
equipment
Maintain rod
handling
equipment
Check drilling
and sampling
equipment
Maintain
swivels and
hoses
5.4 Observe occupational health and
safety procedures in carrying out
equipment maintenance and use correct
personal protective equipment.
5.5 Fit restraining devices to Kelly hoses
as required.
National VET E-learning Strategy 2012 – 2015
Page 53
Teachers guide Methods of drilling
DRTNHB15A Assist mud rotary drilling
Please consider changes to the content of the updated unit RIINHB211B Assist mud rotary drilling
(as of November 2011), which may impact on the Unit guide that refers to DRTNHB15A.
Element
Performance criteria
01 Follow workplace
safety procedures
for rotary mud
operations.
1.1 Identify hazards and risks associated
with handling, loading, moving, using
and storing mud drilling equipment.
Learning
scene
Learning
resource
Pre-start check
Stabilise racks
1.5 Wear all necessary personal
protective equipment and protective
clothing when assisting with mud rotary
drilling.
Heading off
Personal
protective
equipment
(PPE)
2.1 Fit/remove bits/reamers/stabilisers
to/from the drill string.
Assist to
add/remove
rods
2.2 Lay out drill string in readiness for
tripping/drilling.
Assist to
add/remove
rods
2.3 Add/remove drill pipe and collars
from the drill string.
Assist to
add/remove
rods
2.4 Inspect drill pipe, collars, bits,
threads and associated equipment for
damage.
Check drilling
and sampling
equipment
Maintain mud
drilling
equipment
2.5 Observe housekeeping and site
safety measures while supporting rotary
mud drilling operations.
Pre-start check
Pre-start site
checks
2.6 Pipe/casing handling is used
according to manufacturer's
recommendations and the organisation's
procedures.
Assist to
stabilise the
hole
Assist to
add/remove
rods
1.2 Load, unload, move, handle, follow
workplace procedures for the use and
storage of core drilling equipment and all
associated tools, sampling devices and
connecting equipment.
1.3 Set up and stabilise pipe racks as
required.
1.4 Take necessary safety precautions
when handling potentially contaminated
samples.
02 Support the
rotary mud drilling
process.
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Teachers guide Methods of drilling
03 Handle samples.
3.1 Obtain and/or lay out disturbed
samples in accordance with workplace,
drilling sector or site procedures.
Sampling
Handle mud
chip samples
3.2 Bag, properly label and store
samples for transport according to
workplace or site specific requirements.
3.3 Obtain soil samples from side-wall
sampler, undisturbed sample tube, direct
push or other down hole mechanical
device used in sampling.
3.4 Clean and service sampling
equipment as required.
Handle mud
chip samples
Check drilling
and sampling
equipment
Maintain mud
drilling
equipment
3.5 Store undisturbed samples for
transport in accordance with standard
site/company operating procedures.
04 Mix drilling fluids.
4.1 Wear appropriate protective clothing.
4.2 Check labels and read and interpret
safety information/hazard codes/Material
Safety Data Sheets (MSDS).
4.3 Apply correct mixing procedure for
the drilling fluid.
Mix drilling
fluids
4.4 Carry out storage of drilling mud
components and additives safely and
according to manufacturer's and
organisation's recommendations.
4.5 Perform basic tests on the fluid and
record/report the results as required.
05 Carry out basic
maintenance of tools
and equipment.
Mix drilling
fluids
5.1 Perform inspection and checks on
ancillary equipment such as mud
pumps, water delivery pumps and mud
hoppers.
Check drilling
and sampling
equipment
5.2 Perform inspections and basic
maintenance on pipe handling
equipment.
Check drilling
and sampling
equipment
5.3 Observe occupational health and
safety procedures in carrying out
equipment maintenance.
National VET E-learning Strategy 2012 – 2015
Maintain mud
drilling
equipment
Maintain mud
drilling
equipment
Page 55
Teachers guide Methods of drilling
Appendix B – Learning scenes and Learning resources
Appendix B details the alignment between Learning scenes, Learning resources and original
Performance criteria. The trainer/assessor should consider the implications of the changes to the
units of competency as they apply to the qualification RII20909 Certificate II in Drilling Operations
(as of November 2011).
1
DRTNHB08A Assist air drilling
This unit of competency is represented in the Toolbox by seven Learning cenes:
Learning scene
Learning resource
Performance criteria
Heading off
Personal Protective
1.5
Equipment (PPE)
Pre-start checks
Sharpen drill bits
1.5, 2.5
Pre-start check
1.3
Stabilising rod racks
1.3
Assist to stabilise the hole Mix air drilling fluids
2.7, 3.1, 3.2, 6.1, 6.2, 6.3
Assist to add/remove rods
None
2.2, 2.3, 2.7, 7.2
Check drilling and
sampling equipment
Maintain air drilling equipment
2.1, 2.4, 2.9, 2.10, 2.10, 5.1, 7.1,
7.3
Maintain ancillary equipment
2.1, 2.4, 2.9, 2.10, 5.1
Maintain rod handling
equipment
2.1, 2.4, 2.9, 2.10, 5.1
Maintain swivels and hoses
2.1, 2.4, 2.9, 2.10, 5.1
Pre-start site check
2.1, 2.4, 2.6, 2.9, 2.10, 5.1
Sampling
Handle air chip samples
4.1, 4.2, 4.3, 4.5, 4.6
Completion.
None
National VET E-learning Strategy 2012 – 2015
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Teachers guide Methods of drilling
2
DRTNHB11A
Assist conventional core drilling
This competency unit is represented in the Toolbox by eight Learning scenes:
Learning scene
Learning resource
Performance criteria
Heading off
Personal Protective
1.5
Equipment (PPE)
Pre-start checks
Pre-start check
1.3, 2.5
Stabilising rod racks
1.3, 2.5
Assist to stabilise the hole Mix drilling fluids
2.6, 4.3, 4.5
Assist to add/remove rods
None
2.2, 2.3, 2.6
Remove core from the
barrel
Inspect the conventional core
barrel
2.1, 2.4
Check drilling and
sampling equipment
Inspect the conventional core
barrel
2.1, 2.4, 5.1, 5.2, 5.5
Maintain ancillary equipment
2.4, 5.1, 5.2, 5.5
Maintain rod handling
equipment
2.4, 5.1, 5.2, 5.3, 5.5
Maintain swivels and hoses
2.4, 5.1, 5.2, 5.5
Pre-start site check
2.4 ,2.5, 5.1, 5.2, 5.5
Store and handle diamond tools
2.7
Handle core samples
3.1, 3.2, 3.4, 3.6, 3.7, 3.9, 3.10
Number core trays
3.2, 3.3, 3.4, 3.6
Collect sludge samples
3.2, 3.4, 3.6, 3.8
Sampling
Completion.
None
National VET E-learning Strategy 2012 – 2015
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Teachers guide Methods of drilling
3
DRTNHB12AAssist wireline core drilling
This competency unit is represented in the Toolbox by eight Learning scenes:
Learning scene
Learning resource
Performance criteria
Heading off
Personal Protective
1.5
Equipment (PPE)
Pre-start checks
Pre-start check
1.3
Stabilising rod racks
1.3
Assist to stabilise the hole Mix drilling fluids
2.6, 4.3, 4.5
Assist to add/remove rods
None
2.2
Remove core from the
barrel
Inspect the conventional core
barrel
2.3, 2.8
Check drilling and
sampling equipment
Inspect the core barrel
2.1, 2.4, 2.5, 3.9, 5.1, 5.2, 5.3, 5.5
Maintain ancillary equipment
2.1, 2.4, 2.5, 3.9, 5.1, 5.2, 5.3, 5.5
Maintain rod handling
equipment
2.1, 2.4, 2.5, 3.9, 5.1, 5.2, 5.3, 5.5
Maintain swivels and hoses
2.1, 2.4, 2.5, 3.9, 5.1, 5.2, 5.3, 5.5
Inspect the wireline core barrel
2.1, 2.4, 2.5, 3.9, 5.1, 5.2, 5.3, 5.5
Pre-start site check
2.1, 2.4, 2.5, 3.9, 5.1, 5.2, 5.3, 5.5
Maintain mud drilling equipment
2.1, 2.4, 2.5, 3.9, 5.1, 5.2, 5.3, 5.5
Store and handle diamond tools
2.7
Handle core samples
3.1, 3.2, 3.3, 3.5, 3.6, 3.8
Number core trays
3.2, 3.3, 3.4, 3.5
Collect sludge samples
3.2, 3.3, 3.5, 3.7
Sampling
Completion.
None
National VET E-learning Strategy 2012 – 2015
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Teachers guide Methods of drilling
4
DRTNHB15AAssist mud rotary drilling
This competency unit is represented in the Toolbox by seven Learning Scenes:
Learning scene
Learning resource
Performance criteria
Heading off
Personal Protective Equipment
(PPE)
1.5
Pre-start checks
Pre-start check
1.3, 2.5
Stabilising rod racks
1.3, 2.5
Assist to stabilise the hole Mix drilling fluids (for other units)
2.6, 4.3, 4.5
Assist to add/remove rods
None
2.1, 2.2, 2.3, 2.6
Check drilling and
sampling equipment
Maintain ancillary equipment
2.4, 3.4, 5.1, 5.2
Maintain rod handling
equipment
2.4, 3.4, 5.1, 5.2
Maintain swivels and hoses
2.4, 3.4, 5.1, 5.2
Maintain mud drilling equipment
2.4, 3.4, 5.1, 5.2, 5.3
Pre-start site check
2.4, 2.5, 3.4, 5.1, 5.2
Handle mud chip samples
3.1, 3.3
Number core trays
3.1
Collect sludge samples
3.1
Sampling
Completion.
None
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