Open Awards
Level 4
QN: 610/3376/5
Curriculum Active
Open Awards Level 4 Diploma in Mental Health Aware Leadership (RQF)
Official qualification regulated by Ofqual, awarded by Open Awards. Classified as a Vocationally-Related Qualification. Total guided learning hours: 280 hours.
Qualification Level
Level 4
Awarding Body
Open Awards
Syllabus Units
14 Units
Guided Hours
280 hrs
Instant access to interactive lessons, quizzes, and spaced revision.
Course Syllabus & Study Modules
Complete breakdown of verified curriculum topics and learning objectives.
1
Implementing a Mental Health Strategy
Verified
Key Learning Objectives:
- Implement an identified mental health and wellbeing strategy 1.
- Review the actions taken to implement the strategy1.
- Identify any potential barriers to implementing the planned actions1.
- Give examples of how you have worked with other stakeholders to implement the planned actions2.
- Monitor the implementation of the actions from the identified mental health and wellbeing strategy 2.
- Identify how to monitor the planned actions2.
- Analyse the effectiveness of the planned actions using monitoring method(s)2.
- Reflect on the use of monitoring method(s) for future practice3.
- Review the identified mental health and wellbeing strategy and action plan 3.
- Review all planned actions, identifying reasons why they may be incomplete3.
- Reflect on adaptations that were required to implement the strategy3.
- Discuss potential further actions that may be required to embed or enhance the completed actions4.
- Identify the impact of their mental health and wellbeing strategy 4.
- Analyse, with reference to available data, the impact of the overall identified strategy4.
- Provide a case study describing the impact one part of the identified strategy has had on you and/or others4.
- Reflect on how implementation of the identified strategy could be improved in the future
2
Meeting the Responsibilities Placed on a Service Provider
Verified
Key Learning Objectives:
- Understand the health and safety requirements on own organisation relating to mental health and wellbeing.1.
- Review the health and safety requirements relating to mental health and wellbeing of staff within own organisation1.
- Assess the risk of emotionally demanding roles within own organisation1.
- Review the responsibilities and requirements of relevant inspections relating to mental health2.
- Understand their role in supporting the mental health of others in own organisation.2.
- Describe the role of a mental health friendly leader in their setting2.
- Analyse the importance of working with other managers to support the mental health of others
3
Meeting the Responsibilities Placed on a Workplace
Verified
Key Learning Objectives:
- Understand the health and safety requirements on own workplace relating to mental health and wellbeing.1.
- Review the health and safety requirements relating to mental health and wellbeing of staff within own workplace1.
- Assess the risk of emotionally demanding roles within own workplace2.
- Understand own role in supporting the mental health of others in own workplace.2.
- Describe the role of a mental health friendly leader in their setting2.
- Analyse the importance of working with internal stakeholders to support the mental health needs of others
4
Meeting the Responsibilities Placed on an Education Mental Health Lead
Verified
Key Learning Objectives:
- Understand the requirements on own organisation relating to mental health and wellbeing1.
- Assess the risk of emotionally demanding roles within own organisation1.
- Describe own organisational plan for delivering and monitoring staff training1.
- Recount how own organisation assesses need and monitors progress relating to mental health and wellbeing2.
- Understand the role of a mental health leader in own educational setting2.
- Review the role of a mental health leader or champion in own education setting2.
- Reflect on the links between different aspects of health, such as physical and mental, and how to promote this across the organisation2.
- Provide some examples of how their setting provides a cross-subject curriculum2.
- Reflect on own practice in working with others* to connect policies and procedures3.
- Understand how to engage with pupils, parents and carers and the wider community3.
- Reflect on how to develop positive working relationships with parents and carers from a range of backgrounds3.
- Describe the process of co-producing or co-reviewing a whole-setting approach (provision, policy or resource) with all sectors of the pupil body, families and partner services (such as virtual schools or care)3.
- Describe how to support pupils to help each other or provide peer-led support3.
- Give examples of working in partnership with parents, carers, virtual schools or the local community to promote a wellbeing culture appropriate for in and out of school settings3.
- Recount an example of supporting/ signposting to evidence-based resources to help parents and carers to develop skills in supporting their child3.
- Reflect on ways to build stronger links with statutory and independent mental health services, such as supporting them to shape their offering
5
Meeting the Responsibilities Placed on an Educational Leader
Verified
Key Learning Objectives:
- Understand the requirements on own organisation relating to mental health and wellbeing1.
- Assess the risk of emotionally demanding roles within own organisation1.
- Describe own organisational plan for delivering and monitoring staff training1.
- Recount how own organisation assesses need and monitors progress1.
- Review the responsibilities and requirements of relevant inspections relating to mental health and wellbeing1.
- Review the health and safety requirements relating to mental health and wellbeing of staff within own organisation2.
- Understand the role of mental health leaders in own educational setting2.
- Review the role of mental health leaders and champions in own education setting2.
- Reflect on the links between different aspects of health, such as physical and mental, and how to promote this across the organisation 2.
- Provide examples of how own setting provides a cross-subject curriculum2.
- Reflect on working with others* to connect policies and procedures3.
- Understand how to engage with pupils, parents and carers and the wider community3.
- Reflect on developing positive working relationships with parents and carers from a range of backgrounds3.
- Describe the process of co-producing and co-reviewing a whole-setting approach (provision, policy or resource) with all sectors of the pupil body, families and partner services (such as virtual schools and care)3.
- Describe how to support pupils to help each other and provide peer-led support.3.
- Give examples of working in partnership with parents, carers, virtual schools and the local community to promote a wellbeing culture appropriate for in and out of school settings.3.
- Recount examples of supporting/signposting to evidence-based resources to help parents and carers develop their in supporting their child3.
- Reflect on how to build stronger links with statutory and independent mental health services, such as supporting them to shape their offering*Others should include students/pupils, parents/carers, staff and colleagues as appropriate
6
Monitoring and Reporting a Mental Health Strategy
Verified
Key Learning Objectives:
- Monitor the implementation of their mental health and wellbeing strategy. 1.
- Plan monitoring arrangements for their mental health and wellbeing strategy.1.
- Monitor the changing whole-organisation or team wellbeing needs.1.
- Implement their identified monitoring practices.2.
- Be able to report on the implementation of their mental health and wellbeing strategy.2.
- Work with key stakeholders to identify reporting requirements for their role.2.
- Produce a report related to their mental health and wellbeing strategy.
7
Recognising Common Mental Health Difficulties in Others
Verified
Key Learning Objectives:
- Understand common factors that affect mental health 1.
- Analyse common factors that can affect mental health, such as life events, risks, and factors in the environment2.
- Understand common mental health difficulties in their environment 2.
- Summarise common mental health difficulties in their environment*3.
- Understand the role of emotions in mental health 3.
- Summarise the symptoms of someone in their environment who may be emotionally overwhelmed or in distress3.
- Describe common emotional coping mechanisms, factors that affect someone's ability to use them and other strategies or exercises they may use.4.
- Know how to support someone experiencing poor mental health within the content of their role.4.1.
- Reflect on initial actions that could be taken in their role to support someone experiencing poor mental health5.
- Understand the support available for those experiencing poor mental health5.1.
- Reflect on services that can offer mental health assistance to their staff.5.2 Explain the importance of signposting staff to the services identified in 5.15.3 Reflect on how to monitor the impact of support or interventions offered to people experiencing difficulties5.4 Give an example of working with others* to support inclusion in the workplace.
8
Researching a Mental Health Leadership Topic
Verified
Key Learning Objectives:
- Undertake their own research into a mental health topic relevant to their role.1.
- Analyse their selection of a topic and how it links to their workplace1.
- Select a variety of appropriate resources and reference materials related to the topic2.
- Apply the outcomes of their research to their role.2.
- Present the outcomes of their research and its links to their role2.
- Identify actions they intend to take from their research3.
- Reflect on the impact of their research application.3.
- Analyse the actions taken as a result of their research and their impact.
9
Supporting Wellbeing in own Organisation
Verified
Key Learning Objectives:
- Understand their role in contributing towards the mental health and wellbeing of their staff (and service users if appropriate)1.
- Review the importance of a mental health friendly manager or leader in contributing to culture and ethos1.
- Reflect on the qualities of a mental health friendly manager or leader1.
- Identify own developmental needs and actions they can take to address these needs2.
- Understand the priorities of mental health and wellbeing within their organisation 2.
- Participate in or undertake a review of mental health and wellbeing in their organisation/team2.
- Produce an action plan for the priorities of mental health and wellbeing in their organisation/team2.
- Assess the impact of any changes they have made3.
- Understand how individuals, services and partner organisations may contribute to the culture and wellbeing of their staff 3.
- Review* the role of colleagues, services or potential partner organisations that could contribute towards the culture or wellbeing of staff and service users if appropriate3.
- Reflect on how they work with others** to improve and sustain their approach*Review can mean an audit, a 360 or 180 degree review, a staff wellbeing survey or similar **Others may refer to service users, clients, families, or external services as appropriate.
10
The Role of a Leader in Contributing Towards the Mental Health of Others
Verified
Key Learning Objectives:
- Understand how their values, beliefs and attitude contribute towards a mental health friendly ethos 1.
- Identify own values and attitudes towards mental health, including factors that may contribute towards these1.
- Give an example of how they have previously demonstrated an open and empathetic approach to understanding fluctuations of mental health 2.
- Understand the role of stigma and bias in people’s responses to poor mental health2.
- Identify a range of stigmas and biases that may relate to people's response to poor mental health2.
- Recount how stigma and bias have affected someone’s response to the culture or poor mental health2.
- Identify actions that can be taken to tackle stigma or bias towards mental health in their environment, including the role of key stakeholders3.
- Understand activities or resources that contribute towards people’s mental health3.
- Reflect on how mental health leaders support their own mental health*3.
- Identify evidence-based resources or sources of information that can support the mental health awareness of staff* May include tools, resources, information, services or supervision depending on individual situation
11
Understanding staff well-being
Verified
Key Learning Objectives:
- Recognise factors affecting staff wellbeing in their environment. 1.
- Identify factors affecting staff wellbeing in their environment. 2. How does the support offered reflect staff voice2.
- Identify staff wellbeing needs.2.
- How they promote the existing support for staff wellbeing.
- Identify the impact of staff wellbeing support.3.
- Identify methods used to monitor use of support offered.3.
- Reflect on impact from supporting staff wellbeing on others*.*Others can mean staff, clients, service users, pupils or community for example.
12
Using a Cross-Curriculum Approach
Verified
Key Learning Objectives:
- Learning Outcome (The Learner will): Assessment Criterion (The Learner can):1.
- Understand the importance of a cross curricular approach to wellbeing 1.
- Reflect on the importance of cross curricular approach 1.
- Describe actions that could be taken to develop wellbeing teaching in other subjects 1.
- Explain at least one method that could be used to monitor the impact of curricular changes 1.
- Reflect on others’ developmental needs to improve quality of teaching to support cross curricular approach2.
- Understand the role of mental health and wellbeing in the PSHE curriculum 2.
- Reflect on the impact of embedding mental health and wellbeing into PSHE curriculum 2.
- Assess how the wellbeing content of the PSHE curriculum could be tailored to reflect a local need
13
Working with pupils, families and communities on a Mental Health Strategy
Verified
Key Learning Objectives:
- Recognise the impact of different backgrounds. 1.
- Identify different cultures and backgrounds in their community.1.
- Reflect on the impact cultures and backgrounds have on pupils and families. 2.
- Identify possible barriers to working with pupils, families, and community. 2.
- Identify barriers faced when working with pupils, families, and community.2.
- Reflect on how to overcome barriers
- Recognise the impact of engagement with pupils, families and community.3.
- Reflect on examples of successful engagement with pupils.3.
- Reflect on examples of successful engagement with families or community.
14
Writing a Mental Health Action Plan
Verified
Key Learning Objectives:
- Identify own organisation needs related to mental health and wellbeing.1.
- Identify the organisational strengths and weaknesses related to mental health and wellbeing (possibly using an established tool or audit)1.
- Record evidence of how they have reached this judgement.1.
- Prioritise the areas of development identified in this process.2.
- Complete an in-depth action plan related to mental health and wellbeing in their organisation.2.
- Plan actions related to the priority areas of development2.
- Identify key stakeholders for their intended actions2.
- Identify appropriate timescales and stages if necessary for their intended actions
Regulatory & Verification Details
- Qualification Number (QN)
- 610/3376/5
- Regulated Status
- Available to learners
- Awarding Body
- Open Awards
- Qualification Type
- Vocationally-Related Qualification
- Operational Start
- Nov 2023