ABSTRACT
Introduction In this chapter the role of speaking and listening, as it relates to gifted and talented children – across the Foundation Stage and Key Stages 1 and 2 – will be explored drawing on fi ndings from a DfES Key Stage 1 Gifted and Talented project – ‘Nurturing Young Talent’ (NYT) now published (Koshy et al. 2006). 1 Oracy is at the heart of learning and occurs in most subjects of the curriculum in some form or another, although it develops initially as young children learn through play. Therefore, consideration will be given to the teacher’s role in supporting the speaking and listening of gifted and talented pupils in literacy and across the curriculum.
