Some might argue that reflection and action are fundamental to design and technology and so intertwined that it is not possible for pupils to learn the subject without being both reflective and active in almost equal measure. However, this need not be the case. It is possible for pupils to have a skewed active-reflective balance such that their actions may be on the one hand too hasty and poorly thought through or on the other hand overconsidered so that the actions are insufficiently definitive. To some extent this can be overcome by supportive teacher guidance. A more significant problem is the availability to teachers of pedagogy that supports the development of reflection and action in a concerted way. Without pedagogy that deliberately sets out to achieve this, the roles of action and reflection become left to chance and pupils are unlikely to develop these essential twin attributes. The pedagogy described here provides teachers with the means to achieve this. At a time of uncertainty in England with regard to the future status and nature of design and technology in the curriculum, it is important that any new manifestations of the subject pay due regard to the inclusion of both action and reflection as key components.