• What tasks can be assigned to develop the core competencies and skills?  
• What equipment is required to complete these tasks? 
• What credentials should students at this level possess?  
• Which SkillsUSA Framework skills are essential for students at this level?  
  • For example, which tier should integrity and teamwork be in for your industry, and what are some examples of how SkillsUSA advisors may assess integrity and teamwork in their classroom of students in your industry 
    • Personal Skills
      • Integrity
      • Work Ethic
      • Professionalism
      • Responsibility
      • Adaptability/Flexibility
      • Self-Motivation
    • Workplace Skills
      • Communication
      • Decision Making
      • Teamwork
      • Multicultural Sensitivity and awareness
      • Planning, Organizing, and Management
      • Leadership
    • Technical Skills
      • Computer and Technology Literacy
      • Job-Specific Skills
      • Safety and health
      • Service Orientation
      • Professional Development

• Internship (6 months+)
• Use Revit, Chief, Autodesk, Rhino, experience in a work enviroment (certificate helpful)
• Soft Skills (SkillsUSA Framework skills)
• Design and space planning experience.
  • Level 2 - focused areas (e.g., kitchen design)
  • Level 3 - work from a  conceptual design to complete working drawings

• Some computer skills.
• Don't expect that they know many things.
• Communicate, show up on time, dress appropriately for the interview, 
• Geometry, decimals, basic addition and subtraction of dimensions. 

Current Standards:

Tier 1 Standards and Competencies:

• What are the core competencies and skills that ALL students in an Architectural Drafting program need to be able to do? These are foundational-level skills/competencies.
• What tasks can be utilized to accomplish these competencies and skills?
• What equipment is needed to accomplish these tasks? Vendor agnostic preferred, but can provide examples.
• What credentials should this level of student need?
• What SkillsUSA Framework Skills does this level of student need?

Tier 2 Standards and Competencies:

• What are the next-level competencies and skills that students in an Architectural Drafting program need to be able to do? 
  • An entry-level employee.
• What tasks can be utilized to accomplish these competencies and skills?
• What equipment is needed to accomplish these tasks? Vendor agnostic preferred but can provide examples.
• What credentials should this level of student need?
• What SkillsUSA Framework Skills does this level of student need?

Tier 3 Standards and Competencies:

• What are the next-level competencies and skills that students in an Architectural Drafting program need to be able to do? 
  • Not necessarily master or expert level, but a very high entry-level employee.
• What tasks can be utilized to accomplish these competencies and skills?
• What equipment is needed to accomplish these tasks? Vendor agnostic preferred, but can provide examples.
• What credentials should this level of student need?
• What SkillsUSA Framework Skills does this level of student need?
  
  

Revamp Example:

• AD 1.0 — Demonstrate understanding of terms and principles used in the architectural profession
  • 1.1. Define and use terms commonly used in the architectural profession.
  • 1.2. Explain the application of geometric objects to building materials.
    • 1.2.1. Define the characteristics of an equilateral triangle and its application to architecture.
    • 1.2.2. Define the characteristics of an isosceles triangle and its application to architecture.
    • 1.2.3. Define the characteristics of a square and its application to architecture.
    • 1.2.4. Define the characteristics of a parallelogram and its application to architecture.
    • 1.2.5. Define the characteristics of a hexagon and its application to architecture.
    • 1.2.6. Define the characteristics of an octagon and its application to architecture.
    • 1.2.7. Define the characteristics of a circle and its application to architecture.
• AD 2.0 — Interpret and apply conventional General Drafting Standards to architectural drafting situations
  • 2.1. Define the function of each line in the Alphabet of Lines.
  • 2.2. Explain the graphical characteristics of each line.
    • 2.2.1. Visible/Object Lines: Thick solid lines that represent visible edges or contours of the part. Visible lines of floor plans are medium thickness (0.6 mm).
    • 2.2.2. Hidden Lines: Hidden lines should always touch where the visible feature starts or ends (0.3mm). Hidden lines may be omitted from drawings for clarity purposes.
    • 2.2.3. Section Lines: Section lines represent the area of the part that would be cut in a section view (0.3 mm).
  • 2.3. Explain orthographic elevation projection.
    • 2.3.1. Architecturally, views are referred to as elevations.
    • 2.3.2. Roof plan is the top view, and front elevation is the front view, etc.
    • 2.3.3. Elevations are oriented on site with reference to true north or building north.
  • 2.4. Explain the terms and definitions used in detail drawings, working drawings, and drafting.
  • 2.5. Define and describe the components that comprise architectural drawings.
    • 2.5.1. Necessary multi-views
    • 2.5.2. Dimensional information
    • 2.5.3. Specified materials
    • 2.5.4. Revision block, title block, and sheet size
    • 2.5.5. Drafter/reviewer names
    • 2.5.6. Enlarged views and sections showing detail
    • 2.5.7. General notes with construction information
    • 2.5.8. Schedules: doors, windows, and room finishes
  • 2.6. Define and describe the components that comprise architectural construction (working) drawings.
• AD 3.0 — Develop a set of working drawings from a provided scenario with provided materials using competencies identified for drafting certification by the American Design Drafting Association
  • 3.1. Produce multiview drawings with lines, curves, surfaces, holes, fillets, rounds, chamfers, run outs, and ellipses.
  • 3.2. Use standard drafting techniques to create section views to improve the visualization of new designs.
  • 3.3. Clarify multiview drawings and facilitate the dimensioning of drawings.
  • 3.4. Summarize and apply the principles and procedures for adding size information to a drawing according to standard dimensioning practices.
  • 3.5. Draw and label site plans, floor plans, foundation plans, plumbing plans, mechanical plans, electrical plans, and landscaping plans with elevations, sections, details, schedules, and necessary multiviews.

Additional Resources 

• SOC Codes 
  • Please use the attached list and link above to verify the SOC code(s) most closely aligned with the competition in which you administer. 
• SkillsUSA Framework 
  • In each tier, please select the Essential Elements that are needed at each level by students and employees. 
  • The Essential Elements are those that are bulleted in the link above. If you need more information on any Essential Element, please let me know. 
  • Think about this through a lens on your particular industry. For example, which tier should integrity and teamwork be in for your industry, and what are some examples of how SkillsUSA advisors may assess integrity and teamwork in their classroom of students in your industry 
• WorldSkills Occupational Standards 
  • The WorldSkills Occupational Standards can be used as an additional resource to identify standards and competencies. 
  • There's no Occupational Standard for all SkillsUSA Championship competitions. 
  • These are from WorldSkills 2024; the Occupational Standards for WorldSkills 2026 have not yet been released. 
• Apprenticeship Standards 
  • This can be used as an additional resource to identify standards, competencies, and work tasks. 
  • I recommend looking at National Standards, as opposed to state-specific ones. 
• DOL Work Activities 
  • This can be used as an additional resource to identify occupations and work activities.