CAT4 Level C (Year 6) Practice Test 2026: Free PDF, Questions & Tips
Complete guide for Year 6 families — free CAT4 Level C practice PDF, sample questions, and step-by-step preparation tips for 10–11 year olds.
- Free CAT4 Level C practice PDF with sample questions and answer explanations
- Understand the CAT4 Year 6 format, timing, and all four cognitive batteries
- Proven preparation strategies designed for 10–11 year olds sitting the CAT4 test
- No sign-up needed — download the free PDF and access sample questions instantly
What is the CAT4 Level C (Year 6) Test?
The CAT4 (4th Edition Cognitive Abilities Test) is a multiple-choice cognitive assessment provided by GL-Assessments. It measures students' academic level and potential across 8 question types, spanning four cognitive batteries. The test is also commonly called the CAT4 Year 6 test.
CAT4 Level C is designed for 10–11 year old students and takes 72 minutes to complete digitally. Some schools and selective programmes use it as part of their admissions process.
What to Expect in the CAT4 Level C Test
Pick the Best Prep for CAT4 Level C
CAT4 Level C Test Structure and Timing
- Part 120 min
- Part 226 min
- Part 326 min
Part 1
Non-Verbal battery
- 10:00
Figure Classification
- 10:00
Figure Matrices
Part 2
Verbal + Quantitative
- 8:00
Verbal Classification
- 8:00
Verbal Analogies
- 10:00
Number Analogies
Part 3
Quantitative + Spatial
- 8:00
Number Series
- 9:00
Figure Analysis
- 9:00
Figure Recognition
CAT4 Level C Practice Test PDF — Free Download
Our free CAT4 Level C practice test PDF is designed for Year 6 students (ages 10–11). It goes beyond a simple question list — each section includes worked examples and a step-by-step breakdown of the thinking process behind every answer.
- Sample questions for all 4 batteries — Verbal, Non-Verbal, Quantitative Reasoning, and Spatial Ability
- All 8 question types covered — Figure Classification, Figure Matrices, Verbal Classification, Verbal Analogies, Number Analogies, Number Series, Figure Analysis, and Figure Recognition
- Step-by-step answer explanations — every answer broken down so students understand the reasoning, not just the correct option
- Thinking strategies for timed conditions — how to approach each question type under exam pressure
Free CAT4 Level C (Year 6) Practice Test — Sample Questions
Practice CAT4 Level C questions for Year 6 students and their international equivalents — covering Verbal, Quantitative, Non-Verbal, and Spatial Reasoning. Select your answer, then reveal the full step-by-step explanation.
Download our free CAT4 Level C practice test PDF for more Year 6 sample questions.
Verbal Reasoning Sample Questions
Verbal Reasoning · Verbal Analogies
generous – mean : brave – ?
Verbal Analogies · CAT4 Level C
Lock in the relationship from the first pair, then apply exactly that same relationship to find the missing word — ignoring options that are merely associated with the second word.
What to notice first
Start with the first pair before looking at the options. Generous and mean are opposites — that is your rule. Now apply it to brave. You need the word that directly opposes brave. Three of the options are actually synonyms of brave, which is the deliberate trap in this question. Only timid reverses the meaning correctly.
Check 1
Read the first pair
Generous and mean are opposites — one gives freely, the other withholds selfishly.
Check 2
Name the rule precisely
The relationship is strict opposites — not similar meaning, not same topic, not degree of intensity.
Check 3
Apply to brave
The opposite of brave is timid — someone who shrinks from challenge rather than facing it.
The synonym trap
Fearless, bold, and daring are all synonyms of brave. They are placed deliberately to catch students who skip reading the first pair and instead look for words that feel connected to the second word. Always anchor on the first pair first.
Model the pattern
Step 1 — Name the relationship
Look at generous and mean first. Generous describes someone who gives willingly; mean describes someone who gives nothing. They are direct opposites. That is the only relationship you are allowed to carry forward.
Step 2 — Apply to the second word
Move to brave. The rule is opposites, so you need the word that means the direct opposite of brave — not a word that is similar to brave, and not just a word that belongs to the same general idea of character.
Step 3 — Test against the options
Timid is the only option that reverses the meaning of brave in the same way that mean reverses the meaning of generous. Strong is a different quality entirely. Fearless, bold, and daring all amplify bravery rather than oppose it.
Option check
Eliminate
Strong is a related quality but belongs to a different dimension — physical or mental strength is not the opposite of bravery on any direct axis.
Eliminate
Fearless is a synonym of brave — it means the same thing in stronger form. Choosing it means you matched topic instead of applying the opposite rule.
Correct
Timid is the direct opposite of brave — someone timid shrinks from challenge in exactly the way that someone mean is the opposite of generous. The relationship holds perfectly across both pairs.
Eliminate
Bold is another synonym of brave. It intensifies the same meaning rather than reversing it — the opposite of what the analogy requires.
Eliminate
Daring is again a synonym of brave. Three of the five options are synonyms here — that is intentional. The question is specifically testing whether you anchor on the first pair or get pulled toward familiar associations.
Use this checklist on every Verbal Analogy
- Always read the first pair before looking at the options.
- Name the exact relationship — opposite, synonym, category, function — before moving on.
- Reject any option that is merely associated with the second word but does not match the relationship.
- When you see multiple synonyms in the options, the answer is almost always the opposite.
Reflection
This question is harder than it looks because three distractors feel intuitively correct. The discipline of reading the first pair before scanning the options is what separates a confident answer from a guess.
Bridge forward
At Level C, synonym traps appear frequently in Verbal Analogies. If you find yourself drawn to more than one option, go back to the first pair and restate the rule out loud — the right answer will become clear immediately.
Conclusion
The answer is C — timid. Generous and mean are opposites; brave and timid are opposites. The relationship is identical across both pairs. Fearless, bold, and daring are synonym traps designed to test whether you anchor on the first pair.
Verbal Reasoning · Verbal Classification
reluctant · hesitant · tentative
Verbal Classification · CAT4 Level C
Find the single quality that all three stem words share precisely — then identify which option belongs to that same category. Reject words that feel related but describe something subtly different.
What to notice first
Look at all three stem words together before touching the options. Reluctant means unwilling to act. Hesitant means pausing or uncertain before acting. Tentative means not committed or confident in action. The shared quality is a behavioural disposition — all three describe how someone approaches doing something, specifically by holding back. Now look for the option that belongs to this same category, not just one that feels emotionally similar.
Check 1
Read all three stem words
Reluctant, hesitant, and tentative all describe a way of acting — specifically, doing something without full willingness or confidence.
Check 2
Name the category precisely
The shared quality is behavioural — holding back, not fully committing. This is not the same as feeling anxious or afraid.
Check 3
Find the match
Cautious describes acting carefully and deliberately — not rushing, holding back from risk. It belongs to the same behavioural category.
The emotion trap
Nervous is the key distractor. Nervousness can cause hesitation, but nervous is an emotion — a feeling of anxiety. Reluctant, hesitant, tentative, and cautious all describe a way of acting, not an internal emotional state. This distinction is what the question is testing.
Model the pattern
Step 1 — Define each stem word
Reluctant: unwilling or disinclined to do something. Hesitant: slow to act due to uncertainty. Tentative: done without confidence or full commitment. All three describe behaviour, not emotion.
Step 2 — Lock in the category
The category is: words that describe holding back or proceeding without full commitment. The key test for any option is — does it describe a way of acting, or does it describe a feeling?
Step 3 — Apply the test to each option
Cautious means acting carefully to avoid risk — it describes a behavioural approach, not an emotion. It fits the category precisely. Every other option either belongs to the opposite category or describes an emotion rather than a behaviour.
Option check
Eliminate
Eager is the direct opposite of reluctant — it describes enthusiasm and willingness to act. It belongs to the opposite category entirely.
Correct
Cautious describes acting carefully and deliberately, holding back from rushing or committing without thought. It shares the same behavioural quality as reluctant, hesitant, and tentative.
Eliminate
Nervous is an emotional state — a feeling of anxiety or worry. While nervousness can lead to hesitation, nervous itself describes how someone feels, not how they act. The stem words describe behaviour, not emotion.
Eliminate
Brave is the opposite of reluctant or hesitant — it describes acting with confidence and courage in spite of difficulty. Wrong direction entirely.
Eliminate
Bold means confident and willing to take risks — again the opposite behavioural direction to the stem words. Bold and brave both amplify commitment rather than reduce it.
Use this checklist on every Verbal Classification
- Read all three stem words before looking at the options.
- Name the shared category as precisely as possible — one clear sentence.
- Ask of each option: does it describe the same thing, or something merely associated with it?
- Watch for emotion vs behaviour traps — feeling something is not the same as doing something.
Reflection
This question rewards students who slow down and define the category before scanning the options. The word nervous is placed specifically to catch those who rely on feel rather than precision.
Bridge forward
At Level C, Verbal Classification questions frequently use near-synonym traps and emotion vs behaviour distinctions. Always ask yourself: is this option in the same category, or just in the same neighbourhood?
Conclusion
The answer is B — cautious. Reluctant, hesitant, tentative, and cautious all describe a behavioural disposition of holding back or proceeding without full commitment. Nervous describes an emotional state, not a behaviour — that distinction is the core test of this question.
Quantitative Reasoning Sample Questions
Quantitative Reasoning · Number Analogies
[2 → 5] [4 → 9] [6 → ?]
Number Analogies · CAT4 Level C
Find the rule that transforms the first number into the second — then confirm it holds across both complete pairs before applying it to the third.
What to notice first
Start with the first pair only: 2 → 5. The output is larger than the input, so the rule involves addition or multiplication. Try ×2: 2×2=4 — too small. Try ×2+1: 2×2+1=5 — correct. Now test this rule on the second pair before going any further.
Check 1
Test the first pair
2 → 5. Try ×2+1: 2×2+1 = 5. The rule works for the first pair.
Check 2
Confirm on the second pair
4 → 9. Apply ×2+1: 4×2+1 = 9. The rule holds. You can now trust it.
Check 3
Apply to the third pair
6 → ?. Apply ×2+1: 6×2+1 = 13. The answer is 13.
Why two pairs matter
Never apply a rule after checking only one pair — there will almost always be more than one rule that fits a single pair. The second pair is there to eliminate false rules. ×2 gives 4 for the first pair (wrong) and 8 for the second (wrong). Only ×2+1 satisfies both.
Model the pattern
Step 1 — Find a candidate rule from the first pair
Look at 2 → 5. The gap is +3, but that alone gives a single-step rule (+3). Also try ×2+1 = 5. Both work for the first pair alone — which means you must check the second pair to decide.
Step 2 — Eliminate false rules using the second pair
Test +3 on 4 → 9: 4+3=7 ≠ 9. Eliminated. Test ×2+1: 4×2+1=9. Confirmed. Only one rule now remains — the two-step rule ×2+1.
Step 3 — Apply the confirmed rule
Apply ×2+1 to 6: 6×2 = 12, then 12+1 = 13. Always complete both steps in order — multiplying first, adding the constant second.
Option check
Eliminate
11 comes from applying +5 to 6 — a pattern a student might spot from the second pair alone (4+5=9) without checking whether +5 also works for the first pair. It does not: 2+5=7 ≠ 5.
Eliminate
12 comes from applying ×2 without the +1 constant. This is the most common error — students spot the multiplication but miss the second step of the rule.
Correct
13 is the result of applying ×2+1 to 6: 6×2=12, 12+1=13. This is the only rule that satisfies both complete pairs, confirmed across both checks.
Eliminate
14 comes from applying ×2+2 to 6. The constant is wrong — using +2 instead of +1 fails on both complete pairs: 2×2+2=6 ≠ 5 and 4×2+2=10 ≠ 9.
Eliminate
16 does not match any consistent rule across both pairs. Students who choose this have likely guessed or applied an incorrect pattern without verifying it against the given pairs.
Use this checklist on every Number Analogy
- Find a candidate rule from the first pair — but do not trust it yet.
- Test every candidate rule on the second pair before applying it to the third.
- For two-step rules, apply the operations in the correct order: multiply before adding.
- If two options feel possible, go back to the pairs — only one rule will satisfy both.
Reflection
The most common error here is stopping at ×2 and choosing 12. The +1 constant is easy to miss under time pressure. Always complete both steps before writing your answer.
Bridge forward
At Level C, two-step rules (×n+c or ×n−c) appear frequently in Number Analogies. Training yourself to always verify the rule on both complete pairs before answering will protect you from the most common traps.
Conclusion
The answer is C — 13. The rule is ×2+1, confirmed across both complete pairs: 2×2+1=5 and 4×2+1=9. Applying the same rule to 6 gives 6×2+1=13.
Quantitative Reasoning · Number Series
2 5 10 17 26 ?
Number Series · CAT4 Level C
When the jumps between terms are not equal, write out the differences between consecutive terms — the pattern may be hiding one level down.
What to notice first
The terms are 2, 5, 10, 17, 26. The gaps between them are not equal — so there is no simple +n rule. Write the differences between each consecutive pair: 5−2=3, 10−5=5, 17−10=7, 26−17=9. The differences themselves form a pattern: consecutive odd numbers, each increasing by 2. The next difference must be 11, giving 26+11=37.
Check 1
Write the differences
5−2=3 · 10−5=5 · 17−10=7 · 26−17=9. The gaps are 3, 5, 7, 9 — consecutive odd numbers.
Check 2
Extend the difference pattern
Each difference increases by 2. After 9 comes 11. That is the gap before the missing term.
Check 3
Apply to find the answer
26 + 11 = 37. The missing term is 37.
Bonus method — squares
Each term also equals n²+1 for its position: 1²+1=2, 2²+1=5, 3²+1=10, 4²+1=17, 5²+1=26, 6²+1=37. If you know your square numbers, this gives the answer in one step — but the differences method works just as reliably without needing to spot the squares.
Model the pattern
Step 1 — Check whether a simple rule exists
The gaps between terms are 3, 5, 7, 9 — they are not equal, so there is no single +n rule. This is the signal to go one level deeper and look at the differences themselves.
Step 2 — Find the pattern in the differences
The differences are 3, 5, 7, 9 — each one is 2 more than the last. These are consecutive odd numbers. The rule at this level is simple: +2 each time. The next difference will be 9+2=11.
Step 3 — Add the next difference to the last term
The last given term is 26. Add the next difference: 26+11=37. Always go back to the original series to add — not to the differences row.
Option check
Eliminate
33 = 26+7. This comes from reverting to an earlier difference in the sequence rather than continuing the pattern forward. The differences increase — they do not repeat or reverse.
Eliminate
35 = 26+9. This is the most common error — repeating the last difference instead of extending the pattern. The next difference is 11, not 9. Always check whether the differences themselves are changing before applying the last one again.
Correct
37 = 26+11. The differences are 3, 5, 7, 9, 11 — consecutive odd numbers increasing by 2. Adding 11 to the last term gives 37. Also confirmed by the n²+1 method: 6²+1=37.
Eliminate
39 = 26+13. This skips one step in the difference pattern. The differences increase by 2 each time — from 9 the next step is 11, not 13.
Eliminate
41 = 26+15. This overshoots by two steps in the difference pattern. Students who choose this may have misread the sequence or applied the difference rule from the wrong starting point.
Use this checklist on every Number Series
- Write out the differences between every consecutive pair of terms before guessing.
- If the differences are not equal, look for a pattern in the differences themselves.
- Never repeat the last difference without first checking whether differences are growing or changing.
- Always add the next difference to the last term in the original series — not to the differences row.
Reflection
Option B (35) catches students who spot that differences exist but stop one step too early. The habit of writing all differences out — rather than eyeballing them — eliminates this error entirely.
Bridge forward
Second-order differences appear regularly at Level C and above. If a series looks irregular at first glance, the differences between terms almost always reveal a clean pattern. Treat it as a two-row problem, not a one-row problem.
Conclusion
The answer is C — 37. The differences between terms are 3, 5, 7, 9 — consecutive odd numbers increasing by 2. The next difference is 11, giving 26+11=37. This is also confirmed by the n²+1 pattern: 6²+1=37.
Non-Verbal Reasoning Sample Questions
Non-Verbal Reasoning · Figure Classification
Figure Classification · CAT4 Level C
Look at what the small black shape has in common with the large white shape in the same figure — not at what the three stem figures have in common with each other. The key relationship is always within each figure, not across them.
What to notice first
The three stem figures each show a different large white outlined shape — a pentagon, a diamond, and a shield. They are intentionally unlike each other. This is the question telling you that the shared rule has nothing to do with which shape is used. Instead, look within each figure: in every case, the small solid black shape is an exact copy of the large white shape it sits in — just smaller and filled. The small pentagon copies the large pentagon. The small diamond copies the large diamond. The small shield copies the large shield. That copy relationship — plus the small shape straddling exactly one corner — is the complete rule.
Check 1
Black copies white
The small black shape must be the same type as the large white shape in the same figure. A pentagon produces a small black pentagon. A diamond produces a small black diamond.
Check 2
Fill contrast
Large shape = white outline. Small shape = solid black. If the large shape is filled, or the small shape is an outline, the fill rule is broken.
Check 3
One corner only
The small black copy straddles exactly one corner of the large white shape — partly inside, partly outside. Two corners means it does not fit the rule.
Why the stems use three different shapes
If all three white shapes were the same — for example, all pentagons — a student could guess "the rule is pentagons" and accidentally pick the right answer. Using three different white shapes forces you to look for what is consistent within each figure — the copy relationship between black and white — rather than which shape appears across the stems.
Model the pattern
Step 1 — Ask: does the black shape copy the white shape?
Look at the large white shape in the option first. Now ask: is the small black shape the same type? A white inverted triangle must produce a small black inverted triangle. If the black shape is a different type entirely, the copy rule is broken and the option is eliminated immediately — before anything else needs checking.
Step 2 — Confirm fill contrast
Check the large shape first: if it is solid black, eliminate the option. Then check the small shape: if it is an outline, eliminate it. The contrast must run in one direction only — large white, small black. Both conditions must hold simultaneously.
Step 3 — Count the corners straddled
The small black copy must straddle exactly one corner of the large shape — partly inside, partly outside. Count carefully: if the small shape is fully inside with no corner straddled, wrong. If it straddles two corners at once, wrong. One corner only is the rule.
Option check
Eliminate
The large white shape is a rectangle but the small black shape is a circle — the black shape does not copy the white shape. The copy rule breaks at the very first check, before fill or position even need to be considered.
Eliminate
The copy rule and fill contrast are both correct — the small black rectangle does copy the large white rectangle. But the small shape sits fully inside the large shape and is centred. No corner is straddled. Fails Step 3.
Eliminate
The large hexagon is solid black and the small shape is an outline — the fill contrast is exactly reversed from the rule. Also, the small circle does not copy the hexagon. Fails on two counts at Step 2.
Correct
The small solid black inverted triangle copies the large white outlined inverted triangle exactly ✓. Fill contrast is correct ✓. The small copy straddles exactly one corner of the large shape ✓. All three rules satisfied.
Eliminate
The copy rule ✓ and fill contrast ✓ are both correct — three out of three rules pass. But the small solid star straddles two corners of the large star simultaneously, not one. This is the deliberate trap for students who stop checking too early.
Use this checklist on every Figure Classification question
- Look within each figure first — ask what the black shape has in common with its own white shape, not what the three stems share with each other.
- Check the copy rule: black must be the same type as white in the same figure.
- Check fill contrast: large = white outline, small = solid black. Verify both directions.
- Check position last and most carefully — count how many corners the small shape straddles. One only.
Reflection
Option E is placed last deliberately. Students who feel relieved after eliminating A, B, and C will rush to select E because the copy rule and fill are both correct. Always check position on every option — the trap is almost always the rule you check last.
Bridge forward
At Level C, Figure Classification questions almost always include one distractor that satisfies every rule except one. When an option looks nearly perfect, slow down and check the one rule you have not tested yet — at this level, it is almost always position.
Conclusion
The answer is D. The large white outlined inverted triangle produces a small solid black inverted triangle — the black shape copies the white shape exactly ✓. Fill contrast is correct ✓. The small copy straddles exactly one corner ✓. Every other option breaks at least one of the three rules.
Non-Verbal Reasoning · Figure Matrices
Figure Matrices · CAT4 Level C
In this matrix the pattern runs left to right across each row. Read what is in box 1 and box 2 separately, then find the option that shows both combined into one figure — nothing added, nothing removed.
What to notice first
Before looking at the missing cell, study the two completed rows — they show you the rule in action. In the middle row: box 1 has a large circle with a square inside; box 2 has an X pattern with short horizontal lines at its centre; box 3 shows both combined — the circle and square from box 1, with the X and short lines from box 2 overlaid through it. In the bottom row: box 1 has a horizontal line with two downward triangles; box 2 has a large triangle with a line at its apex; box 3 shows both merged — the large triangle containing the horizontal structure from box 1. The rule is consistent: box 3 always equals box 1 plus box 2 combined. Now apply that rule to the top row to find what is missing.
Check 1
Confirm the rule from completed rows
Both the middle and bottom rows confirm: box 3 = box 1 + box 2. Nothing is added or changed — only combined.
Check 2
Read box 1 and box 2 of the top row
Box 1: a square containing a diagonal line with a circle on it. Box 2: a diagonal line with a circle at each end. List every element separately before looking at the options.
Check 3
Find the option with both combined
The correct answer must show: the square from box 1 as the outer container, with the diagonal line and circles at each tip from box 2 placed inside it.
The most common error in combination matrices
Options A and E both show an X pattern — two diagonal lines crossing. But neither box 1 nor box 2 contains two diagonal lines. Box 1 has one diagonal, box 2 has one diagonal in the same direction. They do not cross to form an X. Any option with an X is adding an element that was never in the source boxes and must be eliminated.
Model the pattern
Step 1 — List every element in box 1
Top row, box 1 contains: a square outer shape, a single diagonal line running through it, and a small circle sitting on that line. Write these three elements down before moving to box 2.
Step 2 — List every element in box 2
Top row, box 2 contains: a single diagonal line running in the same direction, with a small circle at each end. Note that this line runs in the same direction as the line in box 1 — they are not perpendicular, so they will not create an X when combined.
Step 3 — Describe what box 3 must look like
Box 3 must contain: the square as the outer container (from box 1), a single diagonal line running through it, and small circles at each end of that diagonal (from box 2). One diagonal only. Circles at both tips only. Nothing else.
Option check
Eliminate
Shows a square with two diagonal lines crossing to form an X and one circle at the centre. Neither box 1 nor box 2 justifies a second diagonal line — the X shape has been invented. Eliminated on element count.
Eliminate
Shows the diagonal line with circles from box 2, but the square sits outside rather than acting as the container. The elements from box 1 and box 2 are placed alongside each other rather than combined into one figure.
Eliminate
Shows a square containing a smaller square and a circle, but the diagonal line is entirely missing. The central element of both box 1 and box 2 — the diagonal — has been dropped. Fails the combination check.
Correct
Shows a square containing a single diagonal line with a small circle at each end. The square comes from box 1 ✓. The diagonal and circles at each tip come from box 2 ✓. Every element is accounted for and nothing extra has been added ✓.
Eliminate
Shows a square with two diagonal lines forming an X — the same error as option A. The second diagonal does not come from either source box. Students who rush and assume the two source lines must cross will choose this — slow down and check the direction of each line.
Use this checklist on every Figure Matrices question
- Always study the completed rows first — they show the rule before you need to apply it.
- List every element in box 1 and box 2 separately before looking at the options.
- The correct answer must contain all listed elements — nothing added, nothing missing.
- Count lines carefully — two lines in the same direction do not become an X when combined.
Reflection
Options A and E are the traps for students who see two diagonal lines across both source boxes and assume they must cross. They do not — both lines run in the same direction and combine into one. Checking line direction before checking the options prevents this error entirely.
Bridge forward
In all combination matrices at Level C, your precision on quantity matters most. One line stays one line. One circle stays one circle. Write a short list of elements before scanning options — it takes five seconds and eliminates the most common mistakes.
Conclusion
The answer is D. The square outer shape comes from box 1. The single diagonal line with a small circle at each end comes from box 2. Option D shows exactly these elements combined — nothing added, nothing missing. Every other option either invents an extra diagonal, misplaces the square, or drops the diagonal entirely.
Spatial Ability Sample Questions
Spatial Ability · Figure Analysis
Figure Analysis · CAT4 Level C
Count the folds first — they tell you how many layers exist and therefore how many holes to expect. Then reverse each fold in order to find exactly where every hole lands.
What to notice first
The paper is folded twice before any holes are punched. Each fold doubles the number of layers. Fold 1 (horizontal — top meets bottom) creates 2 layers. Fold 2 (vertical — left meets right) doubles those again to 4 layers. Three holes are then punched through all four layers simultaneously. When the paper is opened, each of the three holes has passed through four layers — so 3 holes become 12 holes in total. Any answer showing fewer than 12 holes is already wrong before you check position. This count alone eliminates Option A.
Check 1
Count folds and layers
2 folds = 4 layers. 3 holes × 4 layers = 12 holes total when unfolded. Check every option against this count first.
Check 2
Reverse fold 2 (vertical)
The left half of the paper is mirrored to the right half. The 3-hole diagonal pattern now appears in both the left and right halves — 6 holes across two quadrants.
Check 3
Reverse fold 1 (horizontal)
The bottom half is mirrored to the top half. The 6-hole pattern now appears in all four quadrants — 12 holes total, 3 per quadrant.
The most common error — stopping after one fold
Option A shows 6 holes in two quadrants only. This is exactly the result of reversing only one fold and forgetting the second. It feels plausible because the positions look roughly right — but the hole count (6, not 12) confirms something is missing. Always check the count before checking position.
Model the pattern
Step 1 — Count folds, layers, and expected holes
Before touching the options: 2 folds → 4 layers → 3 punched holes × 4 layers = 12 holes when fully unfolded. Write this down. Any option not showing 12 holes is eliminated immediately.
Step 2 — Identify where the holes are on the folded paper
The three holes are punched in a diagonal line from bottom-left to top-right on the small folded square. This diagonal is the pattern that will be reflected when each fold is reversed.
Step 3 — Reverse both folds to find hole positions
Reverse fold 2 (vertical): the diagonal pattern mirrors into the right half. Reverse fold 1 (horizontal): both halves mirror into the top of the paper. The result is 3 holes in each of the four quadrants, arranged symmetrically across both the horizontal and vertical centre lines of the paper.
Option check
Eliminate
Shows only 6 holes in 2 quadrants — lower-left and upper-right. This is the result of reversing only one fold. The second fold reflection has been missed entirely, leaving two quadrants empty.
Eliminate
Shows 8 holes — one near each corner and four in a grid at the centre. This does not match the diagonal punch pattern on the folded paper. The positions are entirely wrong regardless of how the folds are reversed.
Eliminate
Shows holes in an irregular cross-like arrangement that does not follow from reversing two clean horizontal and vertical folds. The pattern lacks the quadrant symmetry that both folds must produce.
Eliminate
Shows a pattern similar to C but mirrored. The same problem applies — the irregular arrangement does not reflect the correct outcome of reversing a horizontal fold followed by a vertical fold.
Correct
12 holes, with 3 in each of the four quadrants ✓. Each group of 3 forms a diagonal matching the punched pattern ✓. The arrangement is perfectly symmetric across both fold lines ✓. All three checks pass.
Use this checklist on every Figure Analysis question
- Count the folds before anything else — folds tell you layers, layers tell you total holes.
- Calculate expected holes (punched holes × layers) and eliminate any option that does not match the count.
- Reverse the last fold first, then work back to the first fold.
- The correct answer must show perfect symmetry across every fold line — check both axes.
Reflection
Option A is the trap for students who successfully reverse one fold but forget the second. Six holes in two quadrants feels plausible — but counting expected holes (12) exposes the error before any position check is needed. Always count first.
Bridge forward
At Level C, Figure Analysis questions always involve two folds. The moment you see the question, count folds → calculate layers → calculate expected holes. This takes five seconds and immediately eliminates most wrong options without needing to trace positions at all.
Conclusion
The answer is E. Two folds create four layers. Three holes punched through four layers produce 12 holes when unfolded — three in each quadrant, symmetrically placed across both fold lines. Option E is the only choice showing the correct count and the correct symmetric positions.
Spatial Ability · Figure Recognition
Figure Recognition · CAT4 Level C
Study the test shape carefully before looking at any option. The shape must appear in exactly the same orientation — not rotated, not flipped, not resized. Find it by tracing its most distinctive feature through each complex figure.
What to notice first
Before looking at any option, spend a few seconds memorising the test shape. It is an irregular polygon with a distinctive concave indentation on one side — the outline curves inward rather than outward at that point. This concave feature is your search target: it is the hardest detail to fake with a rotation or a flip, and it will eliminate most wrong options immediately. The shape must appear in the correct answer in exactly the same direction — not turned, not mirrored, not stretched.
Check 1
Memorise the distinctive feature
Lock in the concave indentation and the direction it faces. This is the one detail that cannot be replicated by a different shape — use it as your search filter.
Check 2
Trace lines in each option
In each complex figure, ignore the overall image and look only for line sequences that could form the test shape's outline. Trace candidate outlines mentally.
Check 3
Verify orientation
When you find a candidate, check that it faces the same direction as the test shape. A shape that is rotated or flipped is not a match — even if the outline is otherwise identical.
Why orientation matters
Several options contain versions of a similar polygon, but rotated or flipped. At Level C, the wrong options are specifically designed to trick students who find a shape that looks right but have not checked its direction. Always verify orientation as a separate final step — after confirming the outline matches.
Model the pattern
Step 1 — Study the test shape before opening the options
Look at the test shape for at least five seconds. Identify its most unusual feature — here, the concave indentation on one side. Note exactly which side it is on and which direction it faces. This is your primary search target.
Step 2 — Trace the outline in each option
In each complex figure, ignore all shapes except the lines that could form the test shape. Mentally trace a path along those lines and ask: does this sequence of lines create the same outline? Most options can be eliminated quickly at this step.
Step 3 — Confirm orientation before selecting
Once you find a match in option D, confirm that the concave indentation is on the same side and facing the same direction as the test shape. Only then select the answer. This final check prevents the most common error — choosing a rotated version.
Option check
Eliminate
The complex figure contains curved heart-like outlines and crossing diagonal lines. No sequence of lines in this figure traces the irregular concave polygon of the test shape in the correct orientation.
Eliminate
Contains angular shapes with a large triangular form and rectangular elements. The outline structure does not produce the test shape's concave polygon in the correct direction.
Eliminate
Contains large overlapping rounded outlines. Similar polygon shapes appear but none match the exact outline and orientation of the test shape — the concave indentation is either absent or facing the wrong direction.
Correct
Tracing the relevant lines within this complex figure reveals the test shape's outline — the same irregular concave polygon in exactly the same orientation ✓. The concave indentation appears on the correct side, facing the correct direction ✓.
Eliminate
Contains overlapping angular polygonal shapes. Similar-looking outlines are present but they are either rotated, flipped relative to the test shape, or have a different structure — the orientation does not match.
Use this checklist on every Figure Recognition question
- Study the test shape for at least five seconds before looking at any option.
- Identify its single most distinctive feature — an unusual angle, a concave side, an asymmetric point — and use that as your search filter.
- Trace lines in each option rather than looking at the overall image.
- Always verify orientation as a separate final step — a rotated match is not a correct match.
Reflection
Students who scan options without first memorising the test shape waste time re-checking. Spending an extra five seconds studying the test shape before looking at any option saves far more time than it costs.
Bridge forward
At Level C, Figure Recognition options always include at least one rotated or flipped version of the target shape as a distractor. Never skip the orientation check — finding the shape is only half the task.
Conclusion
The answer is D. Tracing the relevant lines within option D's complex figure reveals the test shape — the same irregular concave polygon in exactly the same orientation as shown in the test box. Options A, B, C, and E either use rotated or flipped versions, or contain shapes with a different structure entirely.
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How to Prepare for CAT4 Level C (Year 6)
Preparing for CAT4 Level C does not have to be overwhelming. Breaking the process into clear steps makes it manageable for both Year 6 students and their families — and makes preparation far more effective than last-minute cramming.
Read the test structure first
Before any practice, go through the test format together. Understanding the four batteries, the eight question types, and the timing for each part removes the uncertainty that costs marks on the day. A child who knows what is coming can focus entirely on the questions rather than on figuring out what they are being asked to do.
Practise with explanations, not just answers
Taking practice tests is useful — but reading the results is where the real improvement happens. Choose resources that provide a step-by-step explanation for every question, not just a correct answer. Understanding why a particular option is right trains the thinking process, not just the answer recall.
Track results over time
Save the results of the last five practice sessions and review them together. Look for patterns: which battery is improving, which question types are consistently missed, and whether scores are moving in the right direction. Each result is a map of where to focus next — not a verdict on ability.
Use resources matched to Level C
Many practice materials online are designed for a general age range or a different level. Level C is aimed at 10–11 year olds, and the vocabulary, number complexity, and visual reasoning demand in the questions reflect that. Using practice matched to the correct level ensures your child is building the right skills — not over-preparing for an easier test or struggling with one that is too advanced.
On the day
CAT4 Level C is timed and delivered digitally. On the Testwise platform, students cannot return to a question once they have moved on — so first-attempt accuracy matters more than speed. Children who have seen the question formats in advance are far less likely to lose time to unfamiliarity. Calm, consistent preparation over several weeks is more effective than intensive revision in the final days.
What Do CAT4 Level C Scores Mean for Year 6?
CAT4 Level C results are reported using three standardised score types, developed by GL Assessment to measure reasoning ability consistently across the national cohort. Each one gives schools and parents a different angle on how a Year 6 child's cognitive abilities compare with pupils of the same age nationally. CAT4 Level C is the Year 6 CAT4 test — sat at the most consequential point in primary education, when 11+ results are decided and secondary school destinations are set.
Standard Age Score (SAS)
The main score used to measure a child's performance against other children of exactly the same age. SAS scores run from 60 to 140, with 100 set as the national average. A score above 100 means the child performed better than the typical child of that age; below 100 means below average. On CAT4 Level C, the SAS is age-standardised specifically for Year 6 pupils, providing schools with a reliable cognitive baseline at the point of primary-to-secondary transition.
National Percentile Rank (NPR)
Expresses a child's result as a position within the national population. An NPR of 75, for example, means the child scored higher than 75 out of every 100 same-age pupils nationally. NPR values range from 1 to 99. For Year 6 CAT4 Level C results, the NPR is particularly significant — selective schools and grammar schools use percentile-based reasoning thresholds as part of their admissions criteria.
Stanine
A nine-point performance band that maps directly from the NPR. Stanines run from 1 (Very Low) to 9 (Very High) and group pupils into broad, easy-to-read bands. They help parents and teachers get a clear at-a-glance picture of where a child sits without needing to interpret a precise number. In CAT4 Level C reports, stanines give Year 6 parents an immediate and comparable view of their child's reasoning profile across all four batteries as secondary school applications are being considered.
Learn more about CAT4 scores and what they mean for Year 6 pupils →
What is a Good CAT4 Score in Year 6?
All CAT4 scores are centred on a national average of 100, standardised by GL Assessment across the full Year 6 cohort. Knowing which band your child's CAT4 Level C score falls into helps you understand their reasoning profile clearly and in context. On CAT4 Level C, most Year 6 pupils score between 85 and 115. With secondary school places and selective entry assessments decided during Year 6, a score above 120 on the CAT4 test carries particular weight at this stage.
Average (90–110)
Scores within this range are considered typical for a child's age. A score of exactly 100 is the national average; scores between 90 and 110 indicate reasoning ability that is broadly in line with same-age peers. For CAT4 Level C, this band reflects the majority of the national Year 6 cohort and represents a solid cognitive foundation as children prepare for secondary school.
Above Average (111–119)
Scores in this range indicate reasoning ability above the national average for the child's age. Children scoring here are performing meaningfully better than most same-age peers, though not yet in the high-ability band. On CAT4 Level C, an above-average score in Year 6 places a child well within the range considered competitive for many non-selective independent schools and higher secondary sets.
High Ability (120–129)
Scores in the 120–129 range point to strong reasoning skills and are often seen in children who pick up new concepts quickly or show early academic confidence. On the CAT4 Level C assessment, a score in this band places a Year 6 child in the top 10% nationally — the range typically associated with competitive grammar school and selective independent school entry.
Gifted and Talented (130+)
A score of 130 or above is typically classified as Gifted and Talented , reflecting exceptional reasoning ability compared with pupils of the same age across the country. On CAT4 Level C, a score of 130 or above in Year 6 places a child in the top 2% nationally — the level at which highly selective grammar schools and scholarship programmes become realistic targets.
5 Tips for Parents: Supporting CAT4 Level C Preparation
Parents play a significant role in how confidently a Year 6 child approaches the CAT4. These five practical tips help you support preparation without adding pressure.
Understand the test together
Knowing what is coming on the CAT4 Year 6 test helps both you and your child prepare with a clear focus rather than vague anxiety. Go through the four batteries and eight question types together so your child understands what each section asks them to do — before any timed practice begins. Familiarity with the format is one of the most effective ways to reduce test-day nerves.
Prepare before the first practice test
Starting with untimed worked examples rather than a full timed test gives your child the chance to understand what each question type expects — without the pressure of the clock. This approach builds confidence first. Once your child is comfortable with the formats, introducing timed practice becomes far more productive and less stressful.
Practise together, not separately
When children practise alone, misunderstandings can go unnoticed and quietly become habits by test day. Setting aside time to work through questions together — especially the explanations for wrong answers — helps you catch those misunderstandings early. It also signals to your child that preparation is a shared effort, not a task they face alone.
Build a daily routine, not a big push
A few focused minutes of practice each day is more effective than long, infrequent sessions. The goal is to build a comfortable habit — not to create pressure. Find what motivates your child and use it to make practice feel manageable. Encourage effort and improvement rather than scores, and avoid using rewards as a transactional exchange — consistent encouragement is more effective and longer-lasting.
Review progress and target weak spots
Track your child’s results across several practice sessions and look for patterns — which question types are consistently difficult, which batteries are improving, and where marks are being lost. Repeated mistakes in the same area are not a reason for concern — they are a clear signal of where focused practice will have the most impact. Review those areas together and revisit them regularly until they improve.
To Sum Up
As we conclude our exploration of CAT4 Level C, remember that this assessment is not just a test; it’s a tool for understanding and growth.
Embrace the journey, equip with the proper knowledge, and watch as CAT4 Level C becomes a stepping stone towards a brighter academic future.
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Get Full PracticeFrequently Asked Questions
What is CAT4 Level C?
CAT4 Level C is the Cognitive Abilities Test used in Year 6 (ages 10–11) to profile pupils’ reasoning and support teaching and transition.
Who takes this level and when?
It is usually taken by Year 6 pupils. Schools choose the date, but cohorts are typically assessed in the same term for fair comparison.
What does this level assess?
Four areas of reasoning: verbal, non-verbal, quantitative, and spatial, giving a balanced view of thinking skills beyond curriculum tests.
How is the test structured?
There are four short, timed tests delivered in two parts with fixed timings appropriate for Year 6 pupils.
Is it paper or online?
Schools may run it on paper or digitally; your child’s school will confirm the format and instructions in advance.
How are scores reported?
Results are shown as Standard Age Scores (mean 100), percentiles, and stanines (1–9), comparing performance with same-age peers.
What is a good score at this level?
About 100 SAS is average for age. Higher SAS and stanines indicate stronger reasoning, but schools consider the whole profile, not a single number.
How is it used by schools?
Teachers use results to tailor support and challenge and to inform Year 6 to Year 7 transition planning; it is not usually used for high-stakes selection.
How can my child prepare?
Familiarity helps: review sample item types, keep practice short and positive, and ensure good rest before test day.