Bricklaying Basics

Overview

Year Group: Year 1
Duration: 60 minutes
Class Size: 25 pupils
Unit: Year 1 Bricklaying Course (Lesson 1 of 20)
Curriculum Area: Technology (Design and Technology) – Construction Skills Focus

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Understand and recall the main objectives of the bricklaying course in simple terms.
• Identify basic bricklaying tools and describe their purposes.
• Recognise key health and safety rules relevant to working in a bricklaying environment.
• Demonstrate respect for tools and materials and begin to understand safe handling.

National Curriculum Links (England)

Design and Technology:

• Key Stage 1 – Structures
  • Design, make and evaluate: Understand what a stable structure is and explore how buildings are constructed.
  • Technical knowledge: Use simple tools and materials safely.

Personal, Social, Health and Economic Education (PSHE):

• Health and safety: Following instructions and understanding how to keep safe in practical environments.

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Resources Needed

• Selection of real or toy bricklaying tools (trowel, spirit level, hammer, gloves) – one set per group of five pupils.
• Sample bricks or lightweight mock bricks (foam or plastic bricks).
• Large poster/board with course overview and safety poster.
• Visual aids: photos/videos showing bricklayers at work (age-appropriate and brief).
• Storybook or short rhyme about teamwork and safety.
• Sticky labels and coloured pens for tool identification activity.
• Safety equipment pocket chart (e.g., gloves, goggles).

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Lesson Outline

1. Welcome and Introduction (10 minutes)

• Hook: Show a brief visual (picture or short clip) of people building with bricks. Ask: “What do you think these people are doing?”
• Explain simply: “This year, we will learn how to be little bricklayers — building strong walls and structures with bricks and tools!”
• Share the lesson objectives and an overview of the 20-lesson course in child-friendly language (e.g., “We will learn about tools, how to stay safe, and soon we will make our own little walls!”).
• Relate to pupils’ prior experiences (e.g., building with blocks at home or school) to activate schema.

2. Introduction to Safety (15 minutes)

• Discuss why safety is important in bricklaying: “We use tools and bricks, so we need to be careful.”
• Use the safety poster to introduce 3-4 key rules:
  • Always listen to the teacher.
  • Wear gloves when handling bricks.
  • Be gentle with tools.
  • Keep your workspace tidy.
• Use a simple, memorable rhyme or story about safety to help pupils recall rules.
• Quick interactive game: “Safety Simon Says” related to bricklaying safety gestures (e.g., “Simon says put on your gloves”).

3. Tool Introduction and Identification (20 minutes)

• Show real or toy versions of basic tools: trowel, spirit level, hammer, gloves.
• For each tool:
  • Name it clearly.
  • Explain its purpose simply (e.g., “This trowel helps us spread sticky mortar to hold bricks together.”).
• Pupils work in small groups (5 pupils per group) to explore and handle tools carefully.
• Activity: Pupils label tools with sticky labels; teacher facilitates pronunciation and correct naming.
• Turn this into a short matching game: match the tool to a picture of it in use on the board.

4. Recap and Engagement Activity (10 minutes)

• Recap key points: safety rules, tool names, course aims.
• Use a “What did we learn?” circle time – each pupil says one new thing they found interesting or one safety rule they remember.
• Show a simple classroom “Bricklaying Friendly Pledge” poster. Pupils agree to follow safety and respect course rules.

5. Plenary and Assessment (5 minutes)

• Oral assessment through Q&A: quick quiz questions like “What do we use a trowel for?” or “Why do we wear gloves?”
• Observe participation and engagement throughout activities to assess understanding informally.
• Hand out a simple worksheet (optional take-home) with pictures of tools to colour and safety rules to tick.

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Differentiation

• Support: Pair less confident pupils with a buddy for the tool handling and identification. Use clear, simple language and visual cues.
• Extension: Ask more able pupils to explain why safety rules are important or to suggest other safety ideas.

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Cross-Curricular Links

• Literacy: Listening and speaking during discussions; vocabulary development with tool names and safety terms.
• PSHE: Responsibility and respect for safety and equipment.
• Art: Drawing and colouring tools in take-home worksheet.

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Classroom Management Tips

• Clear visual and verbal instructions for smooth transitions.
• Use positive reinforcement to encourage safe behaviour.
• Manage group work by circulating and supporting each group.
• Keep tools in a "tool station" when not in use to avoid distractions or injuries.

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Reflection and Next Steps

• Note pupils’ familiarity with tools and their understanding of safety to tailor following lessons.
• For next lesson: Begin simple bricklaying techniques—handling bricks and mortar simulation.

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This lesson provides an interactive, engaging start to a practical, hands-on bricklaying unit for young learners, firmly grounded in the Early Key Stage 1 Design and Technology curriculum and associated safety learning outcomes.