Standard 1: The Individual

The strengthened Aged Care Quality Standards started on 1 November 2025 alongside the new Aged Care Act. There are seven Standards, and each one has an intent, an expectation statement for the older person, outcomes that providers are assessed against, and actions that show how to meet them. Standard 1 sits at the centre of all the others because it describes how older people must be treated. It has four outcomes: person centred care, dignity, respect and privacy, choice, independence and quality of life, and transparency and agreements. Every worker plays a part in meeting them.

Outcomes 1.1 and 1.2 ask us to know each older person as an individual and to treat them with dignity and respect. Person centred care means we understand a person's history, culture, identity, values and preferences, and we let those shape how care is given. Dignity and privacy show up in small moments: knocking before entering, closing curtains during personal care, speaking to the person rather than about them, and keeping their information confidential. Culturally safe care for Aboriginal and Torres Strait Islander people and respect for diverse backgrounds and identities are part of this outcome.

Outcome 1.3 recognises that older people have the right to make their own decisions, including decisions that involve some risk. This is often called dignity of risk. Our role is to give people the information they need, support them to decide, respect their choices and help them stay as independent as possible. When a choice carries risk, we talk it through, record it and work with the team to reduce the risk without taking the choice away. People with cognitive impairment should still be supported to make decisions, with help from their supporters where needed.

Outcome 1.4 is about older people understanding what they have agreed to. Providers must give clear, accurate information about services, fees and rights, and support people to make informed decisions about their service agreement. As a worker, you help by answering questions honestly, never pressuring anyone to buy extra services, and passing questions about costs or agreements to the right person. This lesson also covers how Standard 1 connects to the Statement of Rights and the Code of Conduct for Aged Care, and why raising concerns with your team leader protects older people.

This case study follows Mrs Lan Nguyen, who has moved into a residential care home after a stroke. She speaks mainly Vietnamese and is eating very little. The lesson shows how a worker notices the problem, involves Mrs Nguyen in the conversation using an interpreter, and makes sure her food preferences and routines are recorded and shared with the kitchen and the team. Key points: find out what matters to the person from the person, use professional interpreters for important conversations, and record preferences so every shift can follow them.

This case study follows Colin, an Aboriginal man who lives at home with support and wants to travel back to Country for a family funeral, even though he has recently had dizzy spells. The lesson explores how his support worker respects his right to choose and his cultural obligations, while making sure the health concern is reported and the risks are talked through with him. Key points: listen to why a choice matters, respect culture and family, tell your team leader about new health changes, and work on ways to reduce risk with the person, not for them.

This case study follows Mrs Galina Petrova, who receives home care and is confused by a letter about changes to her service agreement and fees. Her neighbour has told her to just sign it. The lesson shows how her support worker avoids giving financial advice, makes sure she knows she can take her time, and passes the matter to the right person so it can be explained clearly with an interpreter. It closes with a summary of the whole course. Key points: never pressure or guess, refer questions, and support informed decisions.