Bricklayers lay bricks, pre-cut stone and other types of building blocks in mortar to construct and repair walls, partitions, arches and other structures.
Specialisations: Chimney Builder, Refractory Bricklayer, Retort Setter (Bricklaying), Tuckpointer.
A certificate III in bricklaying/blocklaying is usually needed to work as a Bricklayer. This course is often completed as part of an apprenticeship.
Studies plans and specifications to determine materials required, dimensions and installation procedures.
Seals foundations with damp resistant materials and spreads layers of mortar to serve as base and binder for blocks, using trowels.
Lays bricks in rows, designs and shapes, and spreads mortar between the joints.
Embeds blocks in mortar and removes excess mortar.
Checks vertical and horizontal alignment.
Cuts, shapes, and polishes stones and bricks using machines and hand tools, and shapes bricks to fit irregular spaces.
Repairs and maintains bricks, cement blocks and related structures.
Vocational Education and Training (VET)
Informal or on-the-job
JSA produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Bricklayers and Stonemasons, under the outlook section.
Earnings and hours
Around 77% of people employed as Bricklayers work full-time hours, in all their jobs combined. This is 11 percentage points above the all jobs average (66%).
Full-time workers work an average of 42 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Most Bricklayers work in the Construction industry.
Source: Based on ABS Census 2016, Customised Report.
Employment across Australia
Employment by State and Territory (% Share)
|State||Bricklayers||All Jobs Average|
Around 41% of Bricklayers live outside of capital cities, compared with the all jobs average of 38%.
Western Australia has a large share of employment relative to its population size.
The regions with the largest share of workers are:
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Bricklayers is 38 years. This is similar to the all jobs average of 40 years.
A large share of workers are aged 25 to 34 years.
Females make up 1% of the workforce. This is 47 percentage points below the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Bricklayers||All Jobs Average|
|65 and Over||2.8||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
A certificate III in bricklaying/blocklaying is usually needed to work as a Bricklayer. This course is often completed as part of an apprenticeship.
Registration or licencing may be required.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Construction, Plumbing and Services VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Bricklayers||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||0.1||10.1|
|Year 10 and below||16.8||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Bricklayers and Stonemasons who are reliable, work well in a team and are hardworking.
Skills can be improved through training or experience.
Using maths to solve problems.
46%Coordination with others
Being adaptable and coordinating work with other people.
Keeping track of how well work is progressing so you can make changes or improvements.
39%Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
Thinking about the pros and cons of different ways to solve a problem.
Listening to others, not interrupting, and asking good questions.
Managing your own and other peoples' time to get work done.
34%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
34%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
34%Operation and control
Controlling equipment or systems.
Reading work related information.
Talking to others.
Being able to use what you have learnt to solve problems now and again in the future.
Teaching people how to do something.
Deciding on the kind of tools and equipment needed to do a job.
29%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Watching gauges, dials, or other indicators to make sure a machine is working properly.
Understanding why people react the way they do.
27%Management of material resources
Providing the right equipment, facilities, and materials needed to do work.
Talking people into changing their minds or their behaviour.
These are important topics, subjects or knowledge areas.
75%Building and construction
Materials, and methods used to construct or repair houses, buildings, or other structures like highways and roads.
57%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
Arithmetic, algebra, geometry, calculus, or statistics.
46%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
45%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
44%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Machines and tools, including their designs, uses, repair, and maintenance.
42%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
42%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
English language including the meaning and spelling of words, rules of composition, and grammar.
Chemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
37%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
35%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
Moving people or goods by air, rail, sea, or road.
The physical laws of matter, motion and energy, and how they interact through space and time.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
28%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
20%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Workers use these physical and mental abilities..
Lift, push, pull, or carry things.
Use your abdominal and lower back muscles a number of times without 'giving out' or fatiguing.
Bend, stretch, twist, or reach with your body, arms, and/or legs.
Imagine how something will look after it is moved around or changed.
See details that are up-close (within a few feet).
Exercise for a long time without your muscles getting tired.
Quickly move your hand to grasp, manipulate, or assemble objects.
See details that are far away.
Use your arms and/or legs at the same time while sitting, standing, or lying down.
Keep your hand or arm steady.
Put together small parts with your fingers.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Quickly change the controls of a machine, car, truck or boat.
41%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Pay attention to something without being distracted.
Keep your balance or stay upright.
Use general rules to find answers or solve problems logically.
Come up with different ways of grouping things.
Exercise for a long time without getting winded or out of breath.
Choose the right maths method or formula to solve a problem.
These are kinds of activities workers regularly do in this job.
87%Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
81%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
74%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
72%Coordinating the work of a team
Getting members of a group to work together to finish a task.
68%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
67%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
66%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
63%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
62%Drafting, laying out, and specifying parts
Detailing and describing how devices, parts or equipment are to be made, assembled, modified, maintained, or used.
62%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
62%Controlling equipment or machines
Operating machines or processes either directly or using controls (not including computers or vehicles).
61%Making decisions and solving problems
Using information to work out the best solution and solve problems.
Using your own ideas for developing, designing, or creating something new.
61%Driving vehicles or equipment
Running, manoeuvring, navigating, or driving things like forklifts, vehicles, aircraft, or water craft.
57%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
57%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
57%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
56%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
54%Estimating amounts, costs and resources
Working out sizes, distances, amounts, time, costs, resources, or materials needed for a task.
34%Researching and investigating
Looking for, getting and understanding different kinds of information.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with people. Helping or providing service to others.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
99%Outdoors, exposed to weather
Work outdoors, exposed to the weather.
98%Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
96%Spend time standing
Spend time standing at work.
96%Making repetitive motions
Spend time making repetitive motions.
93%Wear common protective or safety equipment
Wear equipment like safety shoes, glasses, gloves, hard hats or life jackets.
92%Bending or twisting your body
Spend time bending or twisting your body.
89%Loud or uncomfortable sounds
Be exposed to noises and sounds that are distracting or uncomfortable.
Work with people in a group or team.
87%Work at heights
Work in high places (e.g., on poles, scaffolding, catwalks, or ladders).
Talk with people face-to-face.
83%Being exact or accurate
Be very exact or highly accurate.
83%Exposure to contaminants
Be exposed to pollutants, gases, dust or odours.
81%Very hot or cold temperatures
Work in very hot or cold temperatures.
77%Impact of decisions
Make decisions that have a large impact on other people.
76%Physically close to people
Work physically close to other people.
76%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
75%Frequent decision making
Frequently make decisions that impact other people.
Work to strict deadlines.
Work near dangerous equipment like saws, machinery with open moving parts, or moving traffic.
71%Minor burns, cuts, bites, or stings
Be exposed to minor burns, cuts, bites, or stings.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 47-2021.00 - Brickmasons and Blockmasons.
Links and downloads
Research and reports
The Skills Priority List provides a current labour market rating and a future demand rating for nearly 800 occupations nationally. Current labour market ratings are available for occupations at a state and territory level.
Occupation profiles data are available for download.
The Employment Projections are available for download.