Extension Stage

Context

The first three stages of the SLCF set out the skills and knowledge practitioners across the children's workforce need in relation to speech, language and communication. The extension stage works alongside the other three stages but is somewhat different.

For example, the extension stage has one overarching competence, which relies on a range of advanced skills and knowledge. These skills may apply to research activities as well as 'service settings' such as schools. The format and presentation of the extension stage is also different to the other stages.

Summary

The extension stage describes a set of advanced skills and knowledge, usually gained through further study. These would enable practitioners to evaluate existing approaches and create and disseminate original and innovative approaches in their work with children and young people in the area of speech, language and communication development or needs. These approaches would be based on a detailed undertanding of current research and best practice.

For some frequently asked questions please click here.

The extension stage does not follow the same strands as the earlier stages of the SLCF, but covers five main areas. Each of these needs to relate directly to relevant content in the field of speech, language and communication, which may be typical development or one or more areas of SLCN.

The extension stage focuses on an overarching competence where practitioners can:

• critically evaluate theory and research findings;

• create original and innovative approaches in the field of speech,

language and communication; and

• effectively disseminate these approaches widely.


To do this within the field of speech, language and communication, practitioners will:

Have relevant, advanced skills and knowledge:

• according to the area and programme of study.

Have a critical awareness and comprehensive understanding of:

• current issues;

• new insights;

• current theory and research;

• relevant techniques;

• how research can be used to create and interpret knowledge and practice;

• how boundaries of knowledge are advanced through research.

Be able to integrate and critically evaluate:

• knowledge and understanding from a wide range of sources;

• new ideas and evidence from a range of sources;

• current research;

• current methods;

• arguments, assumptions and theoretical viewpoints;

• other perspectives;

• links between theory and practice.

Be able to use their advanced skills and knowledge to:

• initiate or carry out research;

• initiate or carry out advanced technical or professional activity;

• analyse and solve problems;

• deal with complex issues creatively;

• show that they have mastered a complex or specialised area of knowledge and skills;

• critically review, consolidate and extend their knowledge;

• develop and use collaborative approaches, wherever appropriate;

• identify and access appropriate sources of information.

Be able to effectively and clearly present and communicate:

• integrated conclusions;

• complex ideas;

• materials and information at different levels for different purposes and audiences;

• research findings and evidence for practice;

• shared knowledge to develop other people’s knowledge or work;

• in order to represent the field of speech, language and communication in a professional and positive way;

· to share their knowledge to help develop other people’s knowledge or work.