Research School Network: “If You Can’t See It, You Can’t Be It” Why Representation and Oral Language Matter

Today, I set out to interview a colleague so that I could write this blog. Not just any colleague – Zak, an Early Career Teacher at Wilbraham Primary School. Zak is a young, extremely tall (stay with me – it is relevant), Black man working in Key Stage 1. You read that correctly. Zak is a Key Stage 1 teacher, and to say he’s an uncommon presence in the classroom is an understatement. In terms of gender, ethnicity, and sheer height – he stands out. And that’s exactly what makes his story so important.

At Wilbraham, 72% of our pupils speak English as an additional language (EAL), yet the proportion of teaching staff who share that background is far lower. As for Black male teachers in Key Stage 1? Zak is the entire percentage.

There’s a phrase you may know: ​“If you can’t see it, you can’t be it.” It’s simple, and it’s powerful. And for our children at Wilbraham, Zak is a living, breathing example of what’s possible. He’s kind, funny, dedicated, caring – and incredibly generous with his time. He gave up his lunch break so I could chat with him and later emailed me a wealth of extra information.

If our children can see Zak – someone who has an important job, and someone who looks like them (just a little taller). Then, they may also begin to see themselves as engineers, doctors, pilots, artists, historians — or, yes, as brilliant, caring teachers. They can start to believe they can be anything.

Zak and I chatted about what had drawn him to teaching. Now 28, he studied economics and finance at university. And yet here he is, back in the community he grew up in, teaching 6- and 7‑year-olds just down the road from where he went to school. He walked past Wilbraham Primary every day as a child. And now he walks into it every morning as a role model.

​“I’ve always had the desire to teach,” he told me. ​“I want to make a difference in the local area. I know the pitfalls – how easy it is to take the wrong path. If I can direct even one child the right way, then…”

It was a comment that stayed with me – simple, honest, and quietly powerful.

When I asked Zak what strategy he’s found most impactful in the classroom, I assumed it would be something about relationships. After all, his connection with the children is remarkable. They follow him around the playground. They look up to him – literally and figuratively. They want to make him proud. I thought he would quote a line from the EEF’s Improving Social and Emotional Learning in Primary Schools.

But no.

​“I embed oracy throughout my teaching,” he said. ​“I use talk tactics, stem sentences, talk partners. In science, I’ll say, ​‘Talk like a scientist’ to encourage subject-specific vocabulary. It builds confidence, especially for the EAL children. They need that more.”

And then this, which really stuck with me:

​“I do it because I wish someone had done that for me.”

Zak understands the transformative power of language – not just for raising attainment but for giving young people a voice. For our disadvantaged pupils, that voice is a crucial step towards a more equitable future. Oracy isn’t just about talking. It’s about empowerment. It’s about being heard.

Zak isn’t just teaching phonics and maths. He is opening a world of possibility. And for our children, he’s showing them – not just telling them – that they belong in it.

Further Reading
EEF’s Improving Literacy in Key Stage 1 guidance report
Recommendation 1:

​‘Develop pupils’ speaking and listening skills and wider understanding of language.’
[Literacy_KS1_Guidance_Report_2020.pdf]

Improving Social and Emotional Learning in Primary Schools
[EEF_Social_and_Emotional_Learning.pdf