CAT4 Level A (Year 4) Practice Test 2026: Free PDF, Sample Questions & Tips
Clear guide for Year 4 families with a free CAT4 Level A practice PDF, sample questions, and simple preparation tips.
- Free CAT4 Level A practice PDF with sample questions and clear guidance
- Understand the Level A format, timing, and all four CAT4 batteries
- Learn how to prepare calmly with age-appropriate strategies for Year 4 children
- No sign-up needed to access the free guide and downloadable PDF
What to Expect in the CAT4 Level A Test
What Is CAT4 Level A and How to Help Your Child Succeed
CAT4 Level A is the first official stage of the Cognitive Abilities Test (CAT4), designed for children in Year 4 (ages 8–9). This level provides schools and educators with valuable insights into a child’s reasoning abilities across four key areas: Verbal, Non-Verbal, Quantitative, and Spatial Reasoning.
The CAT4 assessment helps identify hidden potential, learning styles, and areas where targeted support can make the biggest impact.
CAT4 Level A Structure and Time Frame
Free CAT4 Level A Sample Questions
Level A Verbal Reasoning
Verbal Analogies
bright – dark : noisy – ?
A. loud
B. quiet
C. music
D. shout
E. busy
Verbal Analogies · Question
The quickest way to solve this one is to find the relationship in the first pair, then apply exactly the same relationship to the second pair.
What to notice first
Start with the first pair, not the answer choices. Bright and dark are opposites. That tells you the rule. Now apply the same rule to noisy. You need the word that means the opposite of noisy, and that word is quiet.
Check 1
Read the first pair
Bright and dark sit at opposite ends of the same idea.
Check 2
Keep the same relationship
The second pair must also use opposites, not just words linked to sound.
Check 3
Apply it to noisy
The opposite of noisy is quiet, so that must be the missing word.
Core rule
When the first pair shows opposites, the missing word must be the opposite of the second given word.
Model the pattern
Step 1
Look at bright and dark first. They are opposites, so that is the relationship you must copy.
Step 2
Move to noisy. Since the rule is opposites, you now need the opposite of noisy, not just another sound-related word.
Step 3
Test the options. Quiet is the only word that directly opposes noisy in the same way that dark opposes bright.
Option check
Eliminate
Loud is similar to noisy, not the opposite, so it breaks the analogy rule.
Correct
Quiet is correct because it is the opposite of noisy, just as dark is the opposite of bright.
Eliminate
Music is related to sound, but it is not the opposite of noisy.
Eliminate
Shout is something noisy, so it points in the wrong direction instead of giving an opposite.
Eliminate
Busy is a different idea altogether. It does not form an opposite pair with noisy.
Use this quick checklist next time
- Read the first pair carefully and name the relationship.
- Apply exactly the same relationship to the second pair.
- Reject words that are only related in topic but not in relationship.
Reflection
This question is about discipline. Once you see that bright and dark are opposites, the second half becomes direct.
Bridge forward
In other analogies, always build from the first pair first. That stops you from choosing a word that feels related but does not match the real rule.
Conclusion
Option B, quiet, is correct because bright and dark are opposites, and noisy and quiet are opposites too.
Verbal Classification
hammer, saw, spanner
A. screw
B. screwdriver
C. shelf
D. garage
E. paint
Verbal Classification · Question
The best way to solve this one is to find the shared group exactly, not just choose a word that is connected to DIY or building in a general way.
What to notice first
Hammer, saw, and spanner all belong to the same broad group: hand tools. They are objects you use for practical work such as building, cutting, fixing, or tightening. So the correct answer must be another hand tool. It is not enough for an option to be related to work or repair. It must itself be a tool.
Check 1
Name the shared category
All three stem words are tools that can be held and used by hand.
Check 2
Be strict about the category
Do not choose something used with tools or made by tools. Choose something that is itself a hand tool.
Check 3
Test each option directly
Ask: is this actually a tool, or is it an object, place, or material connected to working?
Core rule
Choose the word that belongs to the same group as hammer, saw, and spanner: hand tools.
Model the pattern
Step 1
Read the three stem words together and ask what kind of things they are. Hammer, saw, and spanner are all tools used for practical work.
Step 2
Turn that into a short label you can use. A good label here is hand tools.
Step 3
Now check the options one by one. The right answer must fit inside the same category exactly, not just be related to building or repair.
Option check
Eliminate
A screw is something a tool is used on. It is not a hand tool itself.
Correct
A screwdriver is a hand tool, just like a hammer, saw, and spanner. It fits the same group exactly.
Eliminate
A shelf is an object you might build, fix, or install, but it is not a tool.
Eliminate
A garage is a place, not a hand tool.
Eliminate
Paint is a material or substance, not a tool.
Use this quick checklist next time
- Name the shared category of the stem words in one short phrase.
- Choose an option that belongs inside that category, not one that is merely related.
- Reject places, materials, and objects that tools are used on.
Reflection
This question tests category control. Several options are connected to working, but only one is actually another hand tool.
Bridge forward
In other verbal-classification questions, first ask what kind of thing each stem word is. That usually makes the correct answer much clearer.
Conclusion
Option B, screwdriver, is correct because it belongs to the same broad category as hammer, saw, and spanner: hand tools used for working.
Quantitative Reasoning Sample Questions
Number Analogies
[36 → 29] [25 → 18] [47 → ?]
A) 33
B) 40
C) 39
D) 30
E) 28
Number Analogies · Question
The fastest way to solve this one is to find the number change in the first two pairs, then apply exactly the same change to the last pair.
What to notice first
Do not jump to the last pair straight away. First check how the first number changes into the second number in the examples you already know. From 36 to 29, the change is minus 7. From 25 to 18, the change is also minus 7. That tells you the rule is consistent. So the last pair must follow the same pattern: 47 should also go down by 7.
Check 1
Read the first pair
36 becomes 29, so the change is minus 7.
Check 2
Confirm the pattern
25 becomes 18, and that is also minus 7, so the rule is confirmed.
Check 3
Apply the same change
47 minus 7 equals 40, so the missing number must be 40.
Core rule
Each first number changes to the second number by subtracting 7.
Model the pattern
Step 1
Start with the first known pair: 36 → 29. Work out the difference carefully. Since 36 – 7 = 29, the change is minus 7.
Step 2
Check the second known pair: 25 → 18. Again, 25 – 7 = 18. This shows the same rule is being used twice.
Step 3
Now use the same rule on the final pair. If 47 follows the same pattern, then 47 – 7 = 40. That matches Option B.
Option check
Eliminate
33 is too low. To reach 33 from 47, you would subtract 14, not 7.
Correct
40 is correct because 47 – 7 = 40, which matches the pattern shown in the first two pairs.
Eliminate
39 is close, but it would mean subtracting 8 instead of 7.
Eliminate
30 is far too small. It would require subtracting 17, which breaks the rule.
Eliminate
28 is much too small. It would require subtracting 19, not 7.
Use this quick checklist next time
- Work out the exact number change in the first pair.
- Check the second pair to confirm the same pattern.
- Only then apply that same change to the missing pair.
Reflection
This question is straightforward once you focus on the repeated difference. The real skill is checking the pattern before choosing an option too quickly.
Bridge forward
In other number analogies, always test whether the same operation repeats. It may be addition, subtraction, multiplication, division, or a combination.
Conclusion
Option B, 40, is correct because each pair follows the same rule: subtract 7 from the first number to get the second number.
Number Series
2, 4, 8, 16, ?
A. 24
B. 28
C. 30
D. 32
E. 34
Number Series · Question
The quickest way to solve this one is to check how each number changes to the next number in the series.
What to notice first
Do not jump straight to the answer choices. First look at how the series grows. From 2 to 4, the number doubles. From 4 to 8, it doubles again. From 8 to 16, it doubles again. So the pattern is consistent: each term is multiplied by 2. That means the next term must be 16 × 2.
Check 1
Look at the first change
2 becomes 4, which means multiply by 2.
Check 2
Confirm the rule
4 becomes 8 and 8 becomes 16, so the same doubling rule repeats.
Check 3
Apply it once more
16 doubled is 32, so that must be the missing term.
Core rule
Each term is double the one before it.
Model the pattern
Step 1
Start with the first two numbers. Since 2 becomes 4, the most likely rule is multiplying by 2.
Step 2
Test that idea on the next numbers. 4 × 2 = 8, and 8 × 2 = 16, so the rule works all the way through the series.
Step 3
Continue the same pattern one more time. 16 × 2 = 32, so the missing number is 32.
Option check
Eliminate
24 is too small. It is not double 16, so it breaks the series rule.
Eliminate
28 is also too small. It does not come from doubling 16.
Eliminate
30 is close, but close is not enough in a number series. It is not double 16.
Correct
32 is correct because 16 × 2 = 32, which continues the doubling pattern exactly.
Eliminate
34 is too large. It does not fit the repeated multiply-by-2 rule.
Use this quick checklist next time
- Check how the first number changes into the second.
- Test the same rule on the next step to make sure it repeats.
- Only then use that rule to find the missing term.
Reflection
This question is simple once you focus on the repeated operation. The important habit is to verify the rule before picking an answer.
Bridge forward
In other number-series questions, test whether the pattern uses addition, subtraction, multiplication, division, or alternating steps.
Conclusion
Option D, 32, is correct because the rule is doubling: 2, 4, 8, 16, 32.
Non-verbal Reasoning Sample Questions
Figure Classification
Figure Classification · Question
The quickest way to solve this one is to focus on the line styles, not the exact shapes.
What to notice first
All three stem figures follow the same structure. Each has a large outer shape drawn with a dashed outline, and inside it there is a smaller shape drawn with a solid black outline. So the correct answer must keep both parts of that rule together: dashed outside, solid inside.
Check 1
Look at the outer shape
In every stem figure, the large outside boundary is dashed.
Check 2
Look at the inner shape
In every stem figure, the smaller shape inside is drawn with a solid outline.
Check 3
Match the line-style pattern
The answer must copy the same outline pattern exactly, even if the actual shapes are different.
Core rule
Choose the figure with a dashed outer shape and a smaller inner shape drawn with a solid outline.
Model the pattern
Step 1
Ignore the exact shape names at first. The flower-like outline, the stretched polygon, and the oval are all different, so shape identity is not the main rule.
Step 2
Notice what stays the same in all three stems: the large outside shape is dashed, and the small inner shape is solid.
Step 3
Now test the options using that exact pattern. Option A is the only one that keeps a dashed outer shape and a solid inner shape.
Option check
Correct
This matches the stem rule exactly: the large pentagon is dashed, and the smaller inner shape is solid.
Eliminate
Both the outer and inner shapes are dashed, so the inner shape breaks the rule.
Eliminate
The line styles are swapped. The outer shape is solid and the inner shape is dashed, which is the reverse of the stem pattern.
Eliminate
This does not keep the correct contrast between dashed outside and solid inside. The line styles do not match the stem rule.
Eliminate
Both the outer and inner shapes are solid, so it misses the dashed outer outline seen in all three stems.
Use this quick checklist next time
- Check whether the rule depends on outline style rather than shape type.
- Compare outer-shape style and inner-shape style separately.
- Choose the option that keeps the exact same style pattern, not just a similar look.
Reflection
This question is easier when you stop chasing the shape names and focus on what is visually consistent across all three stems.
Bridge forward
In similar figure-classification questions, look at line style, shading, and position before you look at the actual shape family.
Conclusion
Option A is correct because it is the only choice with the same shared rule as the stem figures: a large dashed outer shape containing a smaller solid inner shape.
Figure Matrices
Figure Matrices · Question
The safest way to solve this one is to track the arrow direction across each row, rather than getting distracted by the exact drawing style.
What to notice first
The pattern moves across each row. When you move from left to right, the arrow changes to the opposite direction, then changes back again. So the first and third boxes in a row match, while the middle box points the opposite way. In the last row, the second box shows a downward arrow, so the missing third box must point upward to continue the same row pattern.
Check 1
Read the row pattern
Across each row, the arrow direction flips to its opposite in the middle box, then returns to the original direction in the third box.
Check 2
Apply it to the last row
In the last row, the first arrow points up and the second points down, so the third must point up again.
Check 3
Choose the matching option
The answer must show an upward arrow, and it must fit the same row pattern as the boxes already shown.
Core rule
Within each row, the arrow direction goes original, opposite, original.
Model the pattern
Step 1
Look at the first row. The first arrow points in one direction, the second points in the opposite direction, and the third returns to the first direction.
Step 2
Check the second row. The same thing happens again: first direction, opposite direction, then back to the first direction.
Step 3
Now use that rule on the last row. The second box points down, so the missing third box must point up. Only Option E does that correctly.
Option check
Eliminate
This arrow points diagonally down, not up, so it does not continue the last-row pattern.
Eliminate
This arrow points diagonally up, but the last row needs a straight upward arrow to match the pattern already established.
Eliminate
This arrow points down, which repeats the middle-box direction instead of changing back to the original one.
Eliminate
This arrow points left, so it does not match the vertical up direction needed in the last row.
Correct
This is the only option with an upward arrow, which is exactly what the last row needs after the downward arrow in the middle box.
Use this quick checklist next time
- Read the pattern across the row before you look closely at the options.
- Check whether the direction flips to its opposite and then returns.
- Choose the option that matches the direction rule exactly, not just one that looks similar.
Reflection
This question is easier once you focus on the arrow direction instead of the small design details. The row rule does most of the work.
Bridge forward
In other figure-matrices questions, look for a simple repeated change across rows or columns first. Often the answer is hidden in direction, position, or rotation.
Conclusion
Option E is correct because the arrow direction in each row changes to the opposite in the middle box and then returns to the original direction in the third box.
Spatial Ability Sample Questions
Figure Analysis
Figure Analysis · Paper Folding
The safest way to solve this one is to follow the fold first, then place the holes after the paper opens out.
What to notice first
The paper is folded once horizontally, so the top half comes down onto the bottom half. That means there are two layers sitting directly on top of each other. A single hole is then punched through the folded paper. When the paper is unfolded again, that one punch becomes two holes: one in the lower half where the punch was made, and one directly above it in the upper half as its reflected match.
Check 1
Find the fold line
The fold is horizontal, so the paper is folded from top to bottom.
Check 2
Track the hole through both layers
Because the paper is folded, one punch goes through two layers, not just one.
Check 3
Unfold symmetrically
The two holes must line up vertically, one above the other, with the same left-right position.
Core rule
A horizontal fold and one central punch create two vertically aligned holes when the paper opens out.
Model the pattern
Step 1
Start with the folded rectangle. Since the top half is folded down, the visible folded shape is only the lower half of the full square.
Step 2
Notice where the hole is punched in the folded paper. It sits in the middle from left to right, so both final holes must stay centred horizontally.
Step 3
Open the paper. The punched hole appears once in the lower half and once in the upper half, directly above it. That gives two centred holes stacked vertically, which matches Option C.
Option check
Eliminate
This shows three holes, but one punch through a single fold should make only two holes.
Eliminate
This has two holes, but they are side by side. A horizontal fold should produce one hole above the other, not two holes across the page.
Correct
This is correct because it shows two holes, one in the top half and one in the bottom half, both centred from left to right and aligned vertically.
Eliminate
This shows only one hole, but the folded paper has two layers, so one punch should appear twice after unfolding.
Eliminate
This shows two holes, but they are not centred vertically one above the other in the right position. The punch should reflect straight across the horizontal fold.
Use this quick checklist next time
- Find the fold direction first before looking at the answer choices.
- Ask how many paper layers the punch goes through.
- When unfolding, reflect the hole across the fold line without changing its left-right position.
Reflection
This question looks harder than it is. Once you remember that one fold creates two layers, the number and position of the holes become much clearer.
Bridge forward
In other paper-folding questions, always locate the fold line first. That usually tells you whether the final holes should appear above-below, left-right, or as mirrored pairs.
Conclusion
Option C is correct because a single horizontal fold and one central punch produce two holes after unfolding: one in the top half and one directly below it in the bottom half.
Figure Recognition
Figure Recognition · Question
The best way to solve this one is to memorise the exact outline of the test shape, then look for that same outline hidden inside a larger figure.
What to notice first
The test shape is a downward-pointing arrow. It has a straight rectangular top, short horizontal shoulders, and two sloping sides that meet at one point at the bottom. In a figure-recognition question, the correct answer must contain that same outline hidden inside the larger drawing. It must not be flipped, rotated, or changed into a different shape.
Check 1
Fix the exact outline in your mind
Look carefully at the arrow’s parts: vertical shaft at the top, flat corners at the sides, then two diagonal edges meeting at a bottom point.
Check 2
Keep the same direction
The arrow points down, so the matching shape must also point down. A flipped or rotated version does not count.
Check 3
Search inside the larger figure
Ignore extra lines and outer shapes. The task is to see whether the exact arrow can be traced cleanly inside one option.
Core rule
Choose the option that contains the same downward-pointing arrow in the same orientation and structure as the test shape.
Model the pattern
Step 1
Start with the test shape on its own. Do not think of it as just “an arrow”. Notice its exact build: straight top section, side corners, and a single point at the bottom.
Step 2
Now scan the answer choices and ask one strict question: can this exact downward arrow be traced inside the larger picture without bending or changing any part of it?
Step 3
Only Option E contains the same arrow shape. The extra lines around it do not matter because the full downward-pointing arrow can still be recognised clearly inside the design.
Option check
Eliminate
This option has several straight-edged shapes, but they do not combine to form the same clean downward arrow with the correct top shaft and bottom point.
Eliminate
The lines create a large angular wedge, but the exact arrow outline cannot be traced in the same structure as the test shape.
Eliminate
This figure contains irregular angled lines, but it does not hide the same downward-pointing arrow with the correct rectangular top and pointed bottom.
Eliminate
There are overlapping shapes here, but they do not produce the same arrow outline in the correct orientation.
Correct
This is the only option where the same downward-pointing arrow can be traced inside the larger figure. The shape, direction, and overall structure all match the test shape.
Use this quick checklist next time
- Study the exact outline of the test shape before looking at the options.
- Match direction carefully, because a rotated or flipped version is wrong.
- Ignore extra lines and check whether the same shape can be traced cleanly inside.
Reflection
This question becomes much easier when you stop comparing whole pictures and instead hunt for one exact hidden outline.
Bridge forward
In other figure-recognition questions, focus on exact corners, straight sections, and direction. A near match is still wrong if one part of the outline changes.
Conclusion
Option E is correct because it is the only choice that contains the same downward-pointing arrow in the same orientation and structure as the test figure.
Get full access to 1,000+ CAT4 Level A practice questions with expert tips, mock exams, and step-by-step explanations.
Get Full PracticeUnderstanding CAT4 Level A Format
CAT4 Level A format is distinct from other tests like SATs and GCSEs because it evaluates a child’s inborn talent. Rather than testing curriculum knowledge, this test digs deep to find the true potential within each student. Educators use CAT4 results for various tasks: sorting pupils by their academic strength; forecasting how they might perform on major exams such as GCSEs; and seeing who could do with more challenges or support at school.
The outcomes can uncover capabilities that aren’t always seen during regular lessons. The setup of CAT4 includes four parts called ‘batteries’: verbal reasoning, quantitative reasoning, non-verbal reasoning, and spatial awareness are all checked here through multiple-choice questions.
Essential Tips for Test Preparation
For verbal readiness – expressing ideas with words matters most. Regular reading boosts this skill sharply. Non-verbal parts call for understanding diagrams; here practice shapes insight into pictures used as language.
Quantitative sections need a sharp number sense: sequence recognition and numerical relationships are vital to master these queries quickly during test time. Spatial questions look at problems in three dimensions; hands-on activities like building models can hone such skills outside dry book work. The exam has firm roots – standardized on thousands of students and frequently checked against considerable data pools, ensuring fairness across boards.
Scores reflect progress beyond mere figures. A raw count is translated into national percentiles, showing relative standing amongst peers. In essence, parents helping students tackle the CAT4 should mix study between books, apps and physical games all designed to sharpen students’ brains help them to become flexible problem solvers.
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Conclusion
Following this guide will help families prepare students get ready to do well on the CAT4 Level A Test. It provides strategies, sample questions to practice with, and good test-taking tips.
To do well in the exam, it is important to know the subject, think carefully, use good strategies, and practice a lot. Remember that success comes from doing all of these things.
Good luck!
Frequently Asked Questions
What is CAT4 Level A?
CAT4 Level A is the Cognitive Abilities Test level typically used for children in UK Year 4. It helps build a profile of a child’s reasoning strengths across the main CAT4 batteries.
Who takes Level A?
CAT4 Level A is typically used for UK Year 4 students. In many international school systems, this broadly aligns with Grade 3, IB PYP 3, Australia Year 3, and India Grade 3. It is generally used for children aged 7–9, although schools may map levels slightly differently depending on their curriculum and local structure.
What does this level assess?
CAT4 Level A assesses four main areas of reasoning: verbal, non-verbal, quantitative and spatial. Together, these give schools a broader picture of how a child thinks and learns.
How is the test structured?
Level A is made up of short timed sections and is usually administered in three parts. For Levels A–G, CAT4 includes figure, verbal, number and spatial tasks spread across the four reasoning batteries.
Which question types appear in CAT4 Level A?
Typical CAT4 Level A question types include Figure Classification, Figure Matrices, Verbal Classification, Verbal Analogies, Number Analogies, Number Series, Figure Analysis and Figure Recognition.
Is it paper or online?
CAT4 Level A can be administered either on paper or digitally, depending on the school’s setup. Your school will confirm the format and any instructions before test day.
How are scores reported?
CAT4 reports commonly include Standard Age Scores (SAS), percentiles and stanines. These help show how a child’s performance compares with pupils of the same age.
What is a good score at this level?
An SAS of 100 is average for age. Higher scores suggest above-average reasoning performance, but schools usually look at the full profile across all batteries rather than one number on its own.
How can I help my child feel ready for Level A?
The best support is usually to keep things calm and positive, make sure your child is well rested, and help them feel comfortable with the idea of short timed reasoning tasks. Light familiarity with the format can help confidence, but the goal is to support readiness rather than heavy test preparation.