# NATS Stage 1 Assessment: 11 Online Ability Tests

> NATS Stage 1 assessment: 11 online ability tests covering spatial awareness, logic, numeracy, direction and reaction speed, with virtual proctoring.

Canonical: https://www.atcpracticetest.com/nats/nats-stage-1-tests/

Site guide: https://www.atcpracticetest.com/llms.txt

## What are the NATS Stage 1 tests?

Stage 1 is the first formal testing stage in the NATS trainee controller process. NATS currently describes it as **11 online ability tests** covering five broad areas: spatial awareness, logical thinking, numerical ability, sense of direction and reaction speed.

The tests are aptitude-based. You are not expected to know how to separate aircraft, use radar or apply licensed controller procedures before training. NATS also says Stage 1 is virtually proctored by Aon, with webcam and microphone consent used for identity validation.

NATS does **not** publish a public list naming all 11 tests, nor a universal question count, time limit or pass mark. If a third-party page claims to know the exact battery, treat that as unofficial unless it matches the instructions sent for your campaign.

Stage 1 sits between the initial application checks and [Stage 2](/nats/nats-stage-2-tests/). Passing it gets you to the next assessment stage; it does not predict the interview, practical exercise, medical or security outcome later in the process.

## What abilities are assessed in NATS Stage 1?

NATS currently names five skill areas:

1.  spatial awareness;
2.  logical thinking;
3.  numerical ability;
4.  sense of direction;
5.  reaction speed.

These categories provide useful preparation targets. They should not, however, be presented as confirmed individual test names or exact descriptions of the official exercises.

## Spatial awareness

Spatial awareness is the ability to understand where objects are positioned and how their relationships change.

A general spatial task may involve:

-   recognising a rotated object;
-   comparing different viewpoints;
-   following movement across a grid;
-   identifying relative positions;
-   visualising a shape after a transformation;
-   predicting where an object will finish;
-   interpreting a two-dimensional representation of space.

### Why spatial awareness may matter

Air traffic controller training eventually requires trainees to understand aircraft moving through a three-dimensional environment.

Controllers may need to consider:

-   direction;
-   altitude;
-   speed;
-   relative position;
-   crossing paths;
-   future movement.

Stage 1 does not require candidates to manage real aircraft. A cognitive assessment may instead examine whether they can build and update a reliable mental representation of unfamiliar spatial information.

### How to practise spatial awareness

Useful independent exercises include:

-   mental rotation;
-   shape matching;
-   grid movement;
-   coordinate tracking;
-   map orientation;
-   viewpoint changes;
-   folded-shape problems;
-   route comparison.

During early practice, prioritise accuracy.

Ask yourself:

-   What is the starting position?
-   Which part moves?
-   Does the complete object rotate?
-   Has the viewpoint changed?
-   Which features remain fixed?
-   Can any answer options be eliminated immediately?

Once your method is reliable, introduce moderate time pressure.

Avoid practising only one visual format. The objective is to develop transferable spatial processing rather than familiarity with one interface.

## Logical thinking

Logical thinking is the ability to identify a rule, apply it consistently and reach a supported conclusion.

A general logical-reasoning task may require you to:

-   identify a pattern;
-   complete a sequence;
-   classify information;
-   apply a transformation;
-   detect an exception;
-   follow conditional instructions;
-   determine which conclusion follows;
-   recognise that a rule has changed.

### Why logical thinking may matter

Air traffic controller trainees must learn structured procedures and apply them reliably.

Weak logical processing can lead to errors such as:

-   overlooking a condition;
-   applying a rule in the wrong order;
-   making an unsupported assumption;
-   treating an exception as a normal case;
-   continuing to use a rule after circumstances change.

Logical practice does not teach professional air traffic control. It develops disciplined rule application.

### How to practise logical thinking

Use a range of formats:

-   number sequences;
-   symbol sequences;
-   diagrammatic rules;
-   classification exercises;
-   conditional statements;
-   ordering problems;
-   rule-switching tasks.

After each incorrect answer, identify the cause.

Ask:

-   Did I misunderstand the instructions?
-   Did I identify the wrong rule?
-   Did I miss a second condition?
-   Did I assume information that was not provided?
-   Did I apply the rule inconsistently?
-   Did I stop checking because of time pressure?

Understanding why an error occurred is more useful than recording only the final score.

## Numerical ability

Numerical ability is the capacity to interpret and process quantitative information accurately.

General numerical tasks may involve:

-   addition and subtraction;
-   multiplication and division;
-   percentages;
-   ratios;
-   averages;
-   comparison of values;
-   time calculations;
-   estimation;
-   interpreting simple tables;
-   identifying numerical relationships.

NATS does not state on its main recruitment page that Stage 1 requires advanced mathematics.

### Why numerical accuracy may matter

Air traffic control involves frequent use of numerical information, including:

-   headings;
-   flight levels;
-   speeds;
-   times;
-   frequencies;
-   distances;
-   runway identifiers.

The professional meaning of these values is taught during training. Stage 1 may instead assess whether candidates can process numerical information accurately and efficiently.

### How to practise numerical ability

Review basic arithmetic until common operations become dependable.

Useful areas include:

-   multiplication tables;
-   division using familiar factors;
-   fractions and percentages;
-   converting between simple numerical forms;
-   increases and decreases;
-   differences between values;
-   time intervals;
-   quick estimation.

Estimation can help identify an implausible response.

For example, if a question asks for 25% of 80, an answer of 60 should immediately appear too large because 25% represents one quarter.

Do not assume that a calculator is permitted during Stage 1. Use one only when the official instructions expressly allow it.

## Sense of direction

Sense of direction concerns orientation and the ability to follow changes in movement.

General directional tasks may involve:

-   compass points;
-   left and right turns;
-   final orientation;
-   route tracking;
-   movement from another viewpoint;
-   reversing a sequence;
-   comparing two paths.

### Why direction tasks become difficult

Errors often occur when:

-   the starting direction is forgotten;
-   several turns are combined mentally;
-   left and right are reversed;
-   the viewpoint changes;
-   a half-turn is confused with a quarter-turn;
-   an intermediate position is skipped.

### A reliable direction method

Track one change at a time:

1.  establish the starting direction;
2.  apply the first movement;
3.  update the current direction;
4.  apply the next movement;
5.  continue through the sequence;
6.  verify the final orientation.

During practice, this simple compass can help:

```text
        North
West              East
        South
```

Do not use written aids during the official assessment unless they are expressly permitted.

## Reaction speed

Reaction speed is the ability to respond promptly when a relevant signal appears or a condition changes.

A general reaction task may require you to:

-   detect a target;
-   select a matching response;
-   ignore a non-target;
-   switch between response rules;
-   react when several conditions are satisfied;
-   sustain performance across repeated trials.

### Reaction speed is not random clicking

A valid response normally requires three stages:

1.  detect the information;
2.  decide whether a response is required;
3.  select the correct response.

Clicking extremely quickly without fully applying the rule may produce:

-   false responses;
-   missed conditions;
-   premature actions;
-   inconsistent performance.

A slightly slower but more consistent candidate may perform better than someone whose fastest responses contain frequent errors.

### How to practise reaction skills

Track more than average reaction time.

Record:

-   correct responses;
-   incorrect responses;
-   missed targets;
-   premature responses;
-   consistency;
-   performance near the end of the task.

Use short, focused sessions. Excessive repetition can create fatigue and produce results that do not represent your normal performance.

## Supporting cognitive skills

Several other abilities may contribute to Stage 1 performance.

These should be treated as supporting cognitive skills, not as a confirmed additional list of official NATS tests.

### Sustained attention

Sustained attention is the ability to remain engaged over time.

Performance may decline when an exercise becomes repetitive. Useful preparation involves maintaining the same checking standard from the first item to the last.

### Selective attention

Selective attention involves focusing on relevant information while ignoring distractions.

An exercise may display several details even though only one or two determine the correct response.

### Working memory

Working memory allows you to hold and manipulate information over a short period.

It may be involved when you need to:

-   remember a starting position;
-   apply several transformations;
-   retain a temporary rule;
-   compare a current state with an earlier one.

### Processing speed

Processing speed concerns how efficiently information is understood and acted upon.

It does not mean responding before the information has been interpreted correctly.

### Response inhibition

Response inhibition is the ability to avoid acting when the rule says that no response is required.

This is relevant when targets and non-targets appear close together.

### Task switching

Task switching involves changing from one rule to another without continuing to apply the previous rule automatically.

### Instruction comprehension

A candidate may have strong reasoning skills but perform poorly after misunderstanding the task.

Read every tutorial and worked example carefully. Do not assume that an official assessment follows the same rules as a familiar practice exercise.

### Error monitoring

Error monitoring is the ability to notice that a response or method may be wrong.

Effective candidates adjust after identifying a recurring mistake rather than repeating it at greater speed.

## Are the Stage 1 tests aviation knowledge tests?

Stage 1 is described by NATS as a battery of online ability tests.

It should be distinguished from:

-   aviation knowledge;
-   professional air traffic control knowledge;
-   licensed controller training;
-   the later ATC knowledge assessment.

Stage 1 candidates are not expected to know how to:

-   separate aircraft operationally;
-   issue professional control instructions;
-   manage real radar traffic;
-   apply licensed controller procedures;
-   use NATS operational systems.

NATS provides professional instruction after recruitment.

The current selection process separately includes an ATC knowledge test during [Stage 3](/nats/nats-stage-3-assessment-centre/).

Researching the career remains useful, but memorising technical aviation material does not replace cognitive preparation for Stage 1.

## What NATS does not publish publicly

There is a limit to how specific any independent guide can be. NATS does not publish the full test names, question counts, scoring formula, thresholds or every rule on notes, calculators, breaks and navigation between questions.

That is why your invitation matters more than a reconstructed “test list” from forums. Use it to confirm the assessment provider, deadline, permitted materials and any proctoring rules.

## Get the technical setup out of the way early

Because Stage 1 is remotely proctored, avoid turning a technical problem into part of the assessment. Before the deadline:

-   run the official system check;
-   confirm webcam and microphone access;
-   use a stable connection and a supported computer/browser;
-   close notifications and unrelated apps;
-   choose a quiet room where you will not be interrupted;
-   keep the official support instructions nearby.

If the platform freezes or disconnects, follow the provider’s support procedure rather than repeatedly restarting the assessment. Record the time and error message without photographing protected test content.

## Original Stage 1 skill examples

> The following examples are original practice material. They are not official NATS questions and are not intended to reproduce the exact assessment interface.

These exercises illustrate transferable cognitive skills only. They do not represent professional air traffic control scenarios.

### Example 1: direction tracking

You begin facing east.

You then:

1.  turn left;
2.  make a half-turn;
3.  turn right.

Which direction are you facing?

A. North  
B. East  
C. South  
D. West

#### Answer

**D. West**

#### Explanation

Track each movement separately:

-   start facing east;
-   turn left: north;
-   make a half-turn: south;
-   turn right from south: west.

The final direction is west, so the correct answer is **D. West**.

The exercise demonstrates why every intermediate direction must be checked rather than selecting an answer from intuition.

#### Skill practised

-   directional awareness;
-   sequential updating;
-   error checking.

### Example 2: numerical processing

A task contains 64 signals.

Three-eighths of the signals require a response.

How many signals do not require a response?

A. 24  
B. 32  
C. 40  
D. 48

#### Answer

**C. 40**

#### Explanation

Calculate three-eighths of 64:

```text
64 ÷ 8 = 8
8 × 3 = 24
```

Twenty-four signals require a response.

```text
64 - 24 = 40
```

Therefore, 40 signals do not require a response.

#### Skill practised

-   fractions;
-   basic arithmetic;
-   identifying the requested value rather than stopping after an intermediate calculation.

### Example 3: logical transformation

Apply the following rules:

-   triangle becomes circle;
-   circle becomes square;
-   square becomes triangle;
-   the colour changes after every transformation.

A black circle is transformed twice.

What is the result?

A. Black triangle  
B. White triangle  
C. Black square  
D. White square

#### Answer

**A. Black triangle**

#### Explanation

Apply one transformation at a time:

-   black circle becomes a white square;
-   white square becomes a black triangle.

The final result is a black triangle.

#### Skill practised

-   applying two rules simultaneously;
-   sequential reasoning;
-   working memory.

### Example 4: coordinate movement

Object A begins at coordinate `(3, 2)`.

Object B begins at coordinate `(8, 2)`.

Object A moves two spaces east. Object B moves one space west.

What is their final relationship?

A. A is one space west of B  
B. A is two spaces west of B  
C. They occupy the same coordinate  
D. A is one space east of B

#### Answer

**B. A is two spaces west of B**

#### Explanation

Object A moves from `(3, 2)` to `(5, 2)`.

Object B moves from `(8, 2)` to `(7, 2)`.

A is therefore two spaces west of B.

#### Skill practised

-   positional updating;
-   coordinate tracking;
-   relative location.

### Example 5: response inhibition

Use this rule:

-   respond only when the number is odd and the shape is a circle;
-   do not respond in every other case.

Which item requires a response?

A. An even number inside a circle  
B. An odd number inside a square  
C. An odd number inside a circle  
D. An even number inside a triangle

#### Answer

**C. An odd number inside a circle**

#### Explanation

Both conditions must be satisfied:

-   the number must be odd;
-   the shape must be a circle.

Options A and B satisfy only one condition. Option D satisfies neither.

#### Skill practised

-   response inhibition;
-   checking multiple conditions;
-   avoiding premature responses.

### Example 6: spatial rotation

An arrow points north-east.

It rotates 90 degrees clockwise.

Which direction does it point now?

A. North-west  
B. South-east  
C. South-west  
D. North

#### Answer

**B. South-east**

#### Explanation

A 90-degree clockwise rotation moves the arrow through one quarter-turn:

```text
North-east → South-east
```

#### Skill practised

-   mental rotation;
-   orientation;
-   applying a fixed transformation.

## Accuracy versus speed

Timed aptitude assessments can create pressure to respond as quickly as possible.

However, speed without control can produce:

-   missed instructions;
-   incomplete rule application;
-   false responses;
-   careless arithmetic;
-   skipped conditions;
-   directional reversals;
-   repeated errors.

A better preparation sequence is:

1.  understand the rule;
2.  solve accurately without strict timing;
3.  identify recurring errors;
4.  introduce moderate time pressure;
5.  practise with varied formats;
6.  review consistency;
7.  increase pace only when accuracy remains stable.

Do not compare only your fastest attempt.

Track:

-   average accuracy;
-   slowest and fastest sections;
-   missed items;
-   false responses;
-   performance after an error;
-   performance near the end of a session.

A candidate who starts quickly but loses accuracy after several minutes may need to improve sustained attention rather than raw reaction speed.

## How to prepare for NATS Stage 1

The useful part of practice is not volume; it is finding out **why** you lose marks. Start slowly enough to see your error pattern, then add time pressure once the method is reliable.

### Step 1: verify the current process

Before beginning preparation, review the current official NATS information.

Confirm:

-   whether Stage 1 still uses the published structure;
-   the assessment provider;
-   proctoring requirements;
-   completion deadlines;
-   technical requirements;
-   permitted materials;
-   adjustment procedures.

Do not build your plan around an old recruitment campaign.

### Step 2: establish a baseline

Complete short independent exercises covering:

-   spatial reasoning;
-   logic;
-   numerical ability;
-   direction;
-   reaction and inhibition.

Record:

-   accuracy;
-   completion rate;
-   response time;
-   recurring error types;
-   concentration lapses.

A baseline shows whether your main difficulty is:

-   understanding instructions;
-   calculating efficiently;
-   visualising movement;
-   retaining information;
-   controlling impulsive responses;
-   maintaining concentration.

### Step 3: isolate weak skills

Do not practise every ability equally when one area is substantially weaker.

For example:

-   use untimed rotation tasks for spatial weakness;
-   revise fractions and percentages for numerical weakness;
-   track every turn manually during direction practice;
-   slow down and check all conditions when false responses are frequent;
-   shorten sessions when concentration declines sharply.

Targeted practice should come before full mixed simulations.

### Step 4: develop an accurate method

For each skill, create a repeatable process.

Examples include:

-   checking the starting orientation before tracking movement;
-   separating multiple logical rules;
-   estimating before completing a numerical calculation;
-   identifying target and non-target conditions before a reaction task;
-   checking fixed reference points during spatial rotation.

A repeatable method reduces dependence on instinct.

### Step 5: introduce time pressure gradually

Once accuracy is stable:

-   use shorter time limits;
-   increase the number of items;
-   alternate between skill types;
-   practise maintaining concentration;
-   review whether speed creates new errors.

Do not reduce the time so aggressively that every session becomes random guessing.

### Step 6: use mixed practice

The official battery may require candidates to move between different cognitive demands.

Mixed sessions can include:

-   five numerical questions;
-   five directional questions;
-   a short reaction exercise;
-   several logical transformations;
-   a brief spatial task.

This helps you reset between formats and read each new instruction carefully.

### Step 7: simulate remote testing conditions

Complete some practice sessions:

-   at the desk you plan to use;
-   on the intended device;
-   without a mobile phone;
-   without interruptions;
-   with notifications disabled;
-   using only materials that would be permitted;
-   for a sustained period.

The objective is not to create a fake official test. It is to reduce avoidable environmental disruption.

### Step 8: review rather than over-practise

In the final days:

-   revisit recurring errors;
-   complete shorter mixed sessions;
-   verify the technical setup;
-   read official instructions again;
-   protect sleep;
-   avoid exhausting reaction-speed practice;
-   prepare identification where required.

Last-minute volume is less valuable than stable performance.

For a broader plan covering every recruitment stage, use [How to prepare for NATS ATC selection](/nats/how-to-prepare-for-nats-atc/).

## Four-week Stage 1 study plan

### Week 1: baseline and accuracy

Focus on understanding your current level.

Complete:

-   short spatial exercises;
-   basic numerical questions;
-   simple directional sequences;
-   rule-based logic tasks;
-   controlled response-inhibition exercises.

Record every error and classify its cause.

Do not use strict time pressure for unfamiliar formats.

### Week 2: targeted skill development

Select the two weakest areas.

Practise them more frequently while maintaining shorter sessions in your stronger areas.

Example structure:

-   20 minutes on the weakest skill;
-   15 minutes on the second-weakest skill;
-   10 minutes of mixed review;
-   5 minutes analysing mistakes.

The purpose is improvement, not maximum volume.

### Week 3: timed mixed practice

Introduce controlled time pressure.

Alternate between:

-   spatial reasoning;
-   logic;
-   numerical processing;
-   direction;
-   reaction and inhibition.

Track whether errors increase when switching between task types.

Practise reading every new instruction rather than assuming the rules remain unchanged.

### Week 4: consolidation and technical preparation

Reduce the number of new formats.

Focus on:

-   recurring mistakes;
-   stable accuracy;
-   realistic session length;
-   technical checks;
-   assessment-room preparation;
-   sleep and routine.

Complete a final system check where available.

Avoid an exhausting practice session immediately before the real assessment.

## Common Stage 1 preparation mistakes

### Searching for exact questions

Questions recalled by candidates may be inaccurate, outdated or protected.

Even an authentic remembered item may not appear in another campaign.

Developing the underlying abilities is more reliable and ethical.

### Assuming every provider uses the official format

A commercial practice platform may use independent exercises designed around broad cognitive skills.

That does not make its interface, timing or scoring identical to the NATS assessment.

### Practising only one skill

Strong numerical performance cannot compensate automatically for weak direction, logic, spatial processing or reaction control.

Use a balanced preparation plan.

### Prioritising speed immediately

Maximum-speed practice can reinforce impulsive methods.

Build accuracy first.

### Ignoring explanations

A score tells you what happened. Error analysis helps explain why.

Review the process that produced the wrong response.

### Memorising answer patterns

A familiar practice pattern may not transfer when:

-   symbols change;
-   instructions change;
-   the viewpoint changes;
-   the response method changes;
-   two rules are combined.

Learn the reasoning method rather than the visual appearance.

### Using unauthorised aids

Do not assume that notes, paper, calculators, additional screens or mobile phones are permitted.

Follow the official instructions.

### Leaving the technical check until the deadline

A webcam, microphone or browser problem may take time to resolve.

Complete technical checks early.

### Completing excessive reaction practice

Fatigue can reduce concentration and response control.

Use short sessions with clear performance measures.

### Treating Stage 1 as the complete recruitment process

Stage 1 is only the first assessment stage.

Candidates who progress must prepare for the NATS Stage 2 tests, assessment centre and practical exercise.

## What practice can—and cannot—do

Practice can make you quicker with mental arithmetic, direction changes, visual reasoning and rule-based tasks. It can also expose habits such as rushing, losing your place or becoming less accurate late in a session.

What it cannot do is reveal the live question bank, guarantee a score or tell you the current cut-off. Claims of an “exact replica” or a guaranteed pass are a warning sign, not an advantage.

## What happens after Stage 1?

If you pass, the next step is [NATS Stage 2](/nats/nats-stage-2-tests/): an online Situational Judgement Test plus a Listening Comprehension test. Those are different skills from Stage 1, so do not assume a strong aptitude-test result means Stage 2 will feel the same.

Before you take Stage 1, check the current NATS invitation for the deadline, proctoring setup, permitted materials and technical-support route. The [official trainee controller page](https://www.nats.aero/careers/operations/trainee-air-traffic-controllers/) is the best public reference.

## A sensible way to approach it

Learn the task before racing the clock. Track the mistakes you repeat. Spend more time on the weakest skill instead of endlessly replaying the one you already enjoy. And leave enough energy for the later stages of the NATS process.