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What is the NATS Stage 4 practical exercise?
Stage 4 is the final assessment stage currently described in the NATS Trainee Air Traffic Controller recruitment process.
Candidates who pass the NATS Stage 3 assessment centre may be invited to complete a practical exercise.
According to the current NATS Trainee Air Traffic Controller recruitment page, the exercise may be delivered:
- virtually through Microsoft Teams; or
- face to face at the NATS Whiteley office.
NATS has also publicly described the introduction of a realistic air traffic control work sample within its recruitment process.
In that work sample, candidates manage a simulated section of airspace in real time. They receive a briefing, are encouraged to explain their thinking and complete several short runs. Assessors provide feedback between runs and observe how the candidate responds and adapts.
NATS states that the exercise is designed to assess both:
- current performance;
- learning potential.
This is important because the trainee route is not intended only for candidates who perform perfectly on their first attempt. NATS is also interested in whether a person can:
- understand new information;
- apply instructions;
- recognise developing problems;
- communicate clearly;
- respond constructively to feedback;
- improve their approach;
- build safer and more repeatable habits.
The exact Stage 4 task, scenario, rules, duration, delivery method and scoring system may change between recruitment campaigns.
This guide therefore explains the general skills and preparation principles supported by current public NATS information. It does not reproduce the official exercise, disclose protected scenarios or claim to provide an exact simulation.
Where Stage 4 fits in the NATS recruitment process
Stage 4 follows the Stage 3 virtual assessment centre.
The current process is:
| Stage | Current published description |
|---|---|
| Stage 1 | Eleven online ability tests |
| Stage 2 | Online Situational Judgement Test and Listening Comprehension test |
| Stage 3 | Virtual assessment centre with an interview, ATC knowledge test and observed retesting |
| Stage 4 | Practical exercise delivered virtually or face to face |
| After the assessments | Conditional offer subject to medical, security and other employment requirements |
Candidates who pass Stage 4 may be made a conditional offer of employment.
However, passing the practical exercise does not automatically guarantee:
- an unconditional employment offer;
- Class 3 medical certification;
- SC security clearance;
- an immediate course date;
- a preferred training location;
- a preferred operational posting;
- successful completion of training;
- eventual controller validation.
The conditional offer remains subject to the relevant pre-employment checks and clearance processes.
What has NATS published about the current work sample?
In January 2026, NATS announced that it had deployed a secure digital-twin platform called BLADE within trainee air traffic controller recruitment.
NATS stated that the platform had been used during the Autumn 2025 trainee assessments.
The platform places candidates in realistic simulated air traffic control scenarios and allows assessors to evaluate areas including:
- safety;
- efficiency;
- task completion;
- situational awareness;
- communication;
- problem-solving.
NATS later explained that the realistic work sample involves:
- briefing the candidate;
- placing the candidate in a simulated airspace task;
- encouraging the candidate to talk through their thinking;
- completing a series of short runs;
- providing assessor feedback between runs;
- observing how the candidate responds and adapts.
NATS describes the work sample as a way to examine both baseline performance and potential to learn during training.
The technology supports the exercise, but NATS states that assessment decisions remain human-led, with experienced controller assessors central to the process.
These public descriptions provide useful context, but they are not a complete candidate instruction manual.
NATS does not publicly disclose every:
- task rule;
- scenario;
- performance threshold;
- traffic configuration;
- assessor prompt;
- feedback statement;
- scoring formula;
- time limit;
- disqualification rule.
Candidates must use the instructions issued for their own Stage 4 invitation.
What is BLADE?
BLADE is the name NATS has given to the secure digital-twin-powered platform deployed for trainee controller recruitment.
It was developed from work associated with Project Bluebird, a collaboration involving NATS, The Alan Turing Institute and the University of Exeter.
A digital twin is a computer-based representation of a real or realistic environment.
In this recruitment context, the technology can be used to create:
- structured simulated airspace;
- repeatable scenarios;
- realistic task conditions;
- consistent candidate exercises;
- measurable performance outcomes.
NATS has explained that this approach allows candidates to experience aspects of an air traffic control task while assessors observe abilities relevant to training.
The use of a digital twin does not mean that:
- an AI system makes the final recruitment decision;
- candidates are expected to control real aircraft;
- the task is identical to operational air traffic control;
- professional controller knowledge is required before the briefing;
- independent software can reproduce the exact exercise.
The official exercise remains an assessment for trainee applicants, not a test of already licensed controllers.
Is every Stage 4 candidate guaranteed to use BLADE?
NATS currently describes Stage 4 broadly as a practical exercise held virtually or face to face.
NATS has separately confirmed that BLADE has been used in live trainee recruitment and that a realistic digital-twin work sample has been deployed within the assessment process.
However, candidates should not assume without checking that:
- every future campaign will use the same platform;
- every candidate will receive an identical scenario;
- the platform will remain unchanged;
- virtual and face-to-face candidates will use exactly the same setup;
- the exercise will always contain the same number of runs;
- the same competencies will always receive the same weighting.
The invitation for your campaign should be treated as the definitive source.
What may the practical exercise assess?
Based on NATS’s current public description, the work sample may provide evidence in several broad areas.
Safety
NATS states that safety is one of the performance areas considered in the realistic assessment environment.
In a general task, safety-oriented behaviour may involve:
- recognising a developing conflict;
- following the stated rules;
- acting before a situation becomes unmanageable;
- avoiding unnecessary risk;
- maintaining appropriate spacing;
- selecting a controlled rather than impulsive response.
Candidates should not attempt to apply professional separation rules that have not been taught.
The relevant safety rules should be contained in the official briefing.
Your task is to understand and apply the rules provided, not to import technical procedures from an unofficial source.
Efficiency
An action may be safe but inefficient.
Efficiency can involve:
- avoiding unnecessary intervention;
- choosing a simple workable solution;
- maintaining progress;
- preventing avoidable delay;
- using the available space or resources effectively;
- planning rather than repeatedly reacting.
Efficiency should not override safety.
A fast solution that violates a rule or creates another conflict is not effective.
Task completion
Candidates may need to complete the stated objective rather than focus on only one element of the situation.
This can require:
- understanding the goal;
- monitoring several items;
- finishing actions in the correct order;
- avoiding neglected tasks;
- maintaining control until the exercise ends.
Situational awareness
Situational awareness involves understanding:
- what is happening now;
- why it matters;
- what may happen next.
In a simulated airspace task, this may require the candidate to track:
- positions;
- directions;
- movement;
- changes;
- priorities;
- developing interactions;
- completed and outstanding actions.
Strong situational awareness is forward-looking.
It is not enough to notice only what is directly in front of you. You may also need to anticipate how the situation will develop.
Communication
NATS states that candidates may be encouraged to talk through their thinking.
Clear verbalisation can help assessors understand:
- what you have noticed;
- which risk you are prioritising;
- why you selected an action;
- whether you understand the rule;
- how your plan is changing.
Effective communication should be:
- concise;
- relevant;
- structured;
- calm;
- clear enough to follow.
Talking continuously without prioritising information can be less useful than a short, organised explanation.
Problem-solving
The practical exercise may require you to:
- identify a problem;
- understand the constraints;
- compare possible actions;
- select a workable solution;
- monitor the outcome;
- adjust when the solution is ineffective.
Problem-solving is not simply reacting quickly.
A strong approach may include a brief pause to understand the task before acting.
Learning from feedback
Feedback is a central part of the work-sample structure NATS has described.
Assessors may observe whether you:
- listen fully;
- understand the correction;
- ask a concise clarifying question where necessary;
- apply the feedback during the next run;
- stop repeating an ineffective method;
- improve your consistency.
You are not required to agree defensively with every statement.
You are expected to engage constructively and demonstrate whether you can use the information.
Adaptability
A candidate may begin with one method and discover that it is not effective.
Adaptability means changing the method without losing control of the task.
This may involve:
- reprioritising;
- simplifying a plan;
- changing the order of actions;
- paying attention to a previously missed cue;
- slowing down;
- communicating more clearly;
- applying a new rule.
Performance under pressure
A practical exercise can feel more demanding because:
- an assessor is present;
- the situation changes in real time;
- several items require attention;
- feedback follows each run;
- the candidate knows the stage is important.
The objective is not to eliminate all pressure. It is to remain functional and methodical while experiencing it.
What Stage 4 is not
Stage 4 should not be treated as:
- a professional air traffic controller licence examination;
- a test of confidential operational procedures;
- an exact FEAST DART exercise;
- an exact FEAST MULTI-PASS exercise;
- the FAA ATSA;
- a standard video game;
- a memory test based on leaked scenarios;
- an assessment that can be mastered through one memorised sequence.
Some underlying abilities may overlap with other controller-selection systems because the occupations involve similar cognitive demands.
That does not make the assessments identical.
NATS publishes its own current selection process and has described a specific realistic work-sample approach.
Do you need air traffic control knowledge?
Candidates are applying to become trainees.
You should not need to arrive with professional knowledge of:
- separation minima;
- radar vectoring;
- controller phraseology;
- operational sector procedures;
- licence endorsements;
- NATS operational systems;
- live traffic management.
The exercise should include a briefing explaining the rules and task requirements relevant to the assessment.
However, understanding the broad role can still help you appreciate why the task values:
- safety;
- anticipation;
- communication;
- prioritisation;
- learning;
- repeatable performance.
Do not teach yourself unsupported technical procedures and apply them instead of the rules given during the exercise.
How to approach the initial briefing
The briefing is one of the most important parts of the exercise.
A candidate can possess strong cognitive skills but perform poorly after misunderstanding the rules.
During the briefing, identify:
- the objective;
- the items you must monitor;
- the rules you must follow;
- the available actions;
- the prohibited actions;
- the priority order;
- the end condition;
- the communication expectation;
- how performance will be observed.
Mentally separate the briefing into four questions:
- What am I trying to achieve?
- Which rules cannot be broken?
- What actions am I allowed to take?
- What information changes during the task?
When questions are permitted, ask a concise clarification rather than pretending to understand.
A useful clarification is specific:
“To confirm, does Rule 2 take priority whenever both conditions occur?”
A vague question such as “Can you explain everything again?” provides less evidence that you have identified the uncertainty.
How to talk through your thinking
If you are asked to verbalise your reasoning, focus on decision-relevant information.
A useful structure is:
- Observation: what you have noticed;
- Risk: why it matters;
- Action: what you intend to do;
- Check: what you will monitor next.
For example:
“The two moving items are converging near the centre. I am prioritising the faster item because it reaches the shared point first. I will redirect the second item and then check the lower section.”
This is clearer than narrating every detail visible on the screen.
Avoid:
- speaking so much that you stop monitoring the task;
- describing irrelevant information;
- giving a long justification before taking an urgent action;
- remaining silent when the assessor explicitly asks for your reasoning;
- inventing technical terminology.
The objective is to make your decision process understandable.
How to use assessor feedback
Feedback between runs provides an opportunity to demonstrate learning.
Use this sequence:
Listen
Allow the assessor to complete the feedback.
Do not begin defending your earlier decision before understanding the point.
Identify the behavioural change
Convert the feedback into a specific action.
For example:
- “Check the future path earlier.”
- “State the priority before acting.”
- “Avoid making two changes when one is sufficient.”
- “Monitor the full display after each action.”
- “Slow down during the briefing.”
Clarify where necessary
Ask one focused question if the required change is unclear.
Apply the change
The next run should show visible evidence that you used the feedback.
Review the effect
Observe whether the new method:
- improves safety;
- reduces delay;
- prevents repeated errors;
- improves communication;
- creates another issue.
Feedback should change behaviour, not merely produce agreement.
Original practical skill exercises
The following examples are original practice material. They are not official NATS questions and are not intended to reproduce the exact Stage 4 assessment, BLADE platform or official airspace scenarios.
The examples use simplified abstract rules to develop transferable skills.
They are not professional air traffic control exercises.
Example 1: prioritising converging movements
Four tokens move one square per turn on a grid.
- Token A moves east.
- Token B moves west.
- Token C moves north.
- Token D moves east.
A and B will enter the same square on the next turn. C and D will remain separated.
You may pause one token for one turn.
Which action should receive priority?
A. Pause C.
B. Pause D.
C. Pause either A or B.
D. Take no action.
Answer
C. Pause either A or B.
Explanation
A and B are the only tokens predicted to enter the same square.
The immediate priority is to remove that developing conflict.
Pausing C or D does not address the relevant issue.
Skills practised
- forward projection;
- conflict recognition;
- prioritisation;
- rule-based intervention.
Example 2: minimum effective action
Three items follow separate paths.
- Item P will remain clear without intervention.
- Item Q will approach Item R too closely in two turns.
- You may change the path of Q or R.
- Changing both creates unnecessary delay.
What is the most efficient safe response?
A. Change both Q and R.
B. Change either Q or R using one permitted action.
C. Change P because it is furthest away.
D. Wait until Q and R occupy the same position.
Answer
B. Change either Q or R using one permitted action.
Explanation
One valid intervention resolves the developing problem.
Changing both items may remain safe but is less efficient. Waiting until the conflict has fully developed leaves insufficient margin.
Skills practised
- minimum effective intervention;
- safety versus efficiency;
- anticipation;
- avoiding unnecessary action.
Example 3: applying feedback
During Run 1, you focus only on the centre of the display and miss a developing issue near the edge.
The assessor advises you to scan the complete display after every action.
Which approach best applies the feedback during Run 2?
A. Look only at the edge throughout the next run.
B. Complete a regular centre-left-right scan after every intervention.
C. Continue focusing on the centre because most activity occurs there.
D. Wait for the assessor to point out edge activity.
Answer
B. Complete a regular centre-left-right scan after every intervention.
Explanation
The feedback concerns the breadth of monitoring.
Moving attention exclusively to the edge creates the opposite problem. A structured scan maintains awareness of the complete display.
Skills practised
- learning from feedback;
- systematic scanning;
- situational awareness;
- behavioural adjustment.
Example 4: verbalising a decision
You notice that two moving symbols will cross the same point, while a third symbol is moving away from all others.
Which statement provides the clearest explanation?
A. “There is a lot happening, so I am doing something now.”
B. “I think the screen looks difficult.”
C. “Symbols 1 and 2 are converging at the central point, so I am changing Symbol 2’s path and will then check the upper area.”
D. “I am moving all three symbols to be safe.”
Answer
C. “Symbols 1 and 2 are converging at the central point, so I am changing Symbol 2’s path and will then check the upper area.”
Explanation
The response communicates:
- the observation;
- the risk;
- the chosen action;
- the next monitoring step.
It is concise and relevant.
Skills practised
- structured communication;
- prioritisation;
- decision explanation;
- forward monitoring.
Example 5: managing competing priorities
You identify two developing issues:
- Issue 1 will occur on the next turn.
- Issue 2 will occur in four turns.
- Both can be resolved, but only one action can be taken per turn.
Which issue should normally be addressed first?
A. Issue 2, because it was noticed second.
B. Issue 1, because it will occur sooner.
C. Either issue, because both are future problems.
D. Neither issue until the problem occurs.
Answer
B. Issue 1, because it will occur sooner.
Explanation
Urgency is determined by the available time before the issue develops.
Addressing Issue 1 first should still leave time to manage Issue 2.
Skills practised
- time-based prioritisation;
- workload sequencing;
- anticipation;
- avoiding delayed action.
Example 6: correcting an inefficient strategy
During the first run, you make frequent changes to every moving item. The task remains safe, but several items are delayed unnecessarily.
The assessor asks you to reduce avoidable intervention.
What should you do during the next run?
A. Make no changes under any circumstances.
B. Intervene only when a rule, safety condition or task objective requires it.
C. Continue the same strategy because it was safe.
D. Make the changes more quickly.
Answer
B. Intervene only when a rule, safety condition or task objective requires it.
Explanation
The original strategy maintained safety but reduced efficiency.
The feedback does not mean that all intervention is wrong. It means actions should be purposeful and proportionate.
Skills practised
- balancing safety and efficiency;
- applying feedback;
- proportional intervention;
- strategy adjustment.
Example 7: recovering after an error
You realise that your previous action was based on a misread symbol. The current task remains manageable.
What is the most effective response?
A. Continue using the original plan and hope the error has no effect.
B. Stop participating because the run is already lost.
C. Reassess the current situation, correct the plan where permitted and continue monitoring.
D. Spend the rest of the run explaining why the error occurred.
Answer
C. Reassess the current situation, correct the plan where permitted and continue monitoring.
Explanation
A practical task can continue after an error.
Effective recovery involves:
- recognising the mistake;
- updating the mental picture;
- taking permitted corrective action;
- returning attention to the current situation.
Skills practised
- recovery;
- adaptability;
- error monitoring;
- emotional control.
A practical decision cycle
A repeatable decision cycle can help prevent impulsive actions.
Use:
- Scan
- Predict
- Prioritise
- Act
- Check
Scan
Review the complete task environment.
Do not focus only on the most visually prominent item.
Predict
Ask how the situation will develop if no action is taken.
Look for:
- convergence;
- delay;
- blocked routes;
- rule violations;
- emerging workload.
Prioritise
Address the issue with the greatest combination of:
- urgency;
- safety relevance;
- impact;
- limited remaining response time.
Act
Choose the simplest permitted action that addresses the issue.
Check
Confirm that:
- the action occurred;
- the original issue is controlled;
- no new issue was created;
- another priority has not been missed.
Repeat the cycle throughout the task.
This is an independent preparation framework, not an official NATS instruction.
How to prepare for the practical exercise
NATS aptitude test preparation: Prepare for the skills assessed before and around the NATS Stage 4 practical exercise with ATC Practice.
Affiliate disclosure: We may receive a commission if you purchase through this link, at no additional cost to you. ATC Practice is an independent third-party preparation provider and does not guarantee the exact assessment content used by NATS. Commercial packages are not an official replica of the Stage 4 exercise.
Step 1: verify the current format
Before preparing around a particular delivery method, confirm:
- whether your assessment is virtual or face to face;
- the date and time;
- the location or meeting platform;
- the expected duration;
- identification requirements;
- permitted materials;
- technical requirements;
- travel instructions;
- workplace-adjustment arrangements.
Do not assume that another candidate’s Stage 4 format will be identical to yours.
Step 2: practise learning unfamiliar rules
Use short tasks with rules that change between sessions.
For example:
- different priority orders;
- different movement restrictions;
- different scoring objectives;
- different available actions.
This helps you practise reading and applying instructions rather than memorising one format.
Step 3: develop structured scanning
Use visual tasks containing several moving or changing items.
Practise a repeatable scan such as:
- centre;
- upper area;
- lower area;
- left;
- right;
- return to the current priority.
Avoid staring continuously at one item after acting.
Step 4: practise verbal reasoning
Complete a short exercise while explaining:
- what you noticed;
- what matters;
- what you plan to do;
- what you will monitor next.
Record yourself during independent practice.
Review whether your explanation is:
- concise;
- understandable;
- relevant;
- delivered without stopping the task.
Step 5: practise feedback loops
Ask another person to provide one clear behavioural instruction between attempts.
Examples include:
- scan more widely;
- explain the priority first;
- reduce unnecessary interventions;
- check the result after acting;
- slow down during the rules;
- act earlier on developing issues.
Complete another run and demonstrate the change.
The person should not provide answers during the task.
Step 6: practise recovery
Introduce occasional mistakes or unexpected changes during independent exercises.
Practise:
- identifying the error;
- updating the situation;
- correcting what is permitted;
- continuing without emotional overreaction.
Step 7: combine safety and efficiency
After every practice run, review:
- Were all required rules followed?
- Were any risks missed?
- Were actions taken early enough?
- Were unnecessary actions taken?
- Was the objective completed?
- Did communication support the task?
- Was feedback applied?
Virtual Stage 4 preparation
When Stage 4 is delivered through Microsoft Teams, prepare both the task environment and the video-call environment.
Device
Confirm that:
- the device meets the official requirements;
- the correct browser or software is installed;
- the device is connected to power;
- unnecessary applications are closed;
- automatic updates will not interrupt the session;
- the screen is large enough for the task;
- the camera and microphone work.
Internet connection
Use a stable connection.
Before the session:
- pause large downloads;
- close streaming applications;
- ask others to avoid heavy network use;
- position yourself near the router where appropriate;
- keep technical-support details available.
Microsoft Teams
Check:
- the meeting link;
- account or guest access;
- display name;
- microphone;
- camera;
- speakers;
- screen resolution;
- permission settings.
Do not join from multiple devices unless instructed.
Room
Use a room that is:
- quiet;
- private;
- adequately lit;
- free from interruptions;
- clear of unauthorised materials.
Disable notifications and silence mobile devices.
Task communication
Because the exercise is remote:
- speak clearly;
- avoid talking over assessors;
- confirm when you cannot hear an instruction;
- report technical disruption immediately;
- do not pretend to understand after an audio failure.
Face-to-face Stage 4 preparation
The current NATS page states that an in-person practical exercise may be held at the Whiteley office.
If invited face to face, confirm:
- the complete address;
- arrival time;
- identification requirements;
- travel instructions;
- parking or public transport arrangements;
- security-entry procedures;
- permitted belongings;
- contact details for delays.
Plan to arrive with a reasonable time margin.
Do not arrive excessively early and expect immediate access to a secure site.
Bring only the documents and materials requested.
What to do if a technical problem occurs
If a virtual exercise freezes, disconnects or loses audio:
- remain calm;
- tell the assessor where possible;
- follow the official support process;
- note the time;
- describe the problem accurately;
- avoid repeatedly restarting without instructions;
- protect confidential assessment content.
Do not photograph the task or record the screen while documenting a fault.
If the problem occurs face to face, follow the assessor’s instructions rather than attempting to repair the equipment yourself.
How to respond after a poor run
A poor first run does not necessarily mean that the complete assessment is lost.
NATS has specifically described a structure involving repeated runs and feedback.
After a difficult run:
- identify the main error;
- listen fully to the feedback;
- convert it into one or two specific changes;
- avoid attempting to correct everything simultaneously;
- apply the changes during the next run;
- monitor whether the new approach works.
Do not:
- argue automatically;
- repeatedly apologise;
- assume the final result;
- become silent;
- abandon the method;
- overcorrect in the opposite direction.
The next run is an opportunity to demonstrate learning.
How to manage observation pressure
Being watched can cause candidates to:
- rush;
- over-explain;
- hesitate;
- second-guess simple decisions;
- focus on the assessor rather than the task;
- react strongly to small errors.
Useful preparation includes completing short tasks while:
- recording yourself;
- having another person observe silently;
- explaining decisions aloud;
- maintaining a fixed scan;
- recovering after a deliberate interruption.
Direct your attention towards the task, not towards guessing what the assessor is thinking.
Three-week Stage 4 preparation plan
Week 1: rules and situational awareness
Practise short abstract tasks involving:
- moving objects;
- changing priorities;
- route conflicts;
- rule application;
- limited actions;
- future-state prediction.
Focus on:
- understanding the briefing;
- following every rule;
- scanning systematically;
- identifying the most urgent issue.
Do not use strict time pressure immediately.
Week 2: communication and feedback
Practise talking through decisions.
Use the structure:
- observation;
- risk;
- action;
- next check.
Ask another person to provide feedback between short attempts.
Track whether you:
- apply the feedback;
- improve across runs;
- reduce repeated errors;
- maintain communication while working.
Week 3: realistic mixed practice
Complete longer sessions containing:
- an unfamiliar briefing;
- several short runs;
- verbal explanation;
- feedback;
- a revised second or third attempt.
Use the intended technical environment where possible.
In the final days:
- reduce excessive practice;
- review your scanning method;
- test Microsoft Teams if relevant;
- verify travel if attending Whiteley;
- reread the invitation;
- prepare identification;
- protect sleep.
Common Stage 4 mistakes
Trying to learn the exact scenario
NATS may change scenarios and task conditions.
Develop transferable skills instead.
Ignoring the briefing
Do not assume that the rules resemble a commercial simulator or another ATC assessment.
Use only the rules provided.
Acting before understanding the task
Fast action is not useful when it violates the instructions.
Take enough time to build an accurate initial picture.
Focusing on one item
A candidate may resolve one problem while missing another developing elsewhere.
Use a structured scan.
Reacting instead of anticipating
Waiting until two items already conflict may be too late.
Predict future positions.
Making too many changes
Unnecessary intervention may reduce efficiency and create additional workload.
Use the minimum effective action where the rules permit it.
Remaining silent
When instructed to explain your thinking, provide a concise decision-focused explanation.
Talking continuously
Excessive narration can interfere with monitoring.
Communicate what matters.
Becoming defensive after feedback
Feedback is part of the current public work-sample design.
Show that you can use it.
Overcorrecting
Feedback to reduce intervention does not mean never acting.
Apply the intended principle proportionately.
Giving up after one error
Recover, update the plan and continue.
Importing professional procedures
You are a trainee applicant.
Follow the assessment briefing rather than unsupported operational information.
Ethical preparation and confidentiality
Appropriate preparation includes:
- original abstract task-management exercises;
- spatial and attention practice;
- verbal reasoning practice;
- structured scanning;
- feedback-and-retry exercises;
- technical system checks.
Inappropriate conduct includes:
- seeking leaked scenarios;
- recording the official task;
- photographing the interface;
- sharing assessor instructions;
- distributing remembered traffic configurations;
- using another person during a remote exercise;
- receiving hidden assistance;
- copying proprietary software;
- claiming that independent software is an exact replica.
Practise the underlying skills, not confidential content.
Limits of preparation
Preparation can help you:
- understand unfamiliar instructions more effectively;
- improve situational awareness;
- scan more systematically;
- prioritise developing issues;
- communicate decisions;
- use feedback;
- recover after mistakes;
- prepare the virtual or in-person environment.
Preparation cannot:
- reveal the official scenario;
- guarantee the platform used;
- confirm the number of runs;
- reproduce BLADE;
- guarantee a passing score;
- reveal assessor prompts;
- guarantee a conditional offer;
- guarantee medical or security clearance;
- guarantee successful training.
Be cautious with any provider claiming to offer:
- the exact NATS Stage 4 exercise;
- official BLADE scenarios;
- leaked digital-twin content;
- a guaranteed passing strategy;
- exact assessor scoring sheets;
- an authorised NATS simulator without evidence.
What happens after Stage 4?
Candidates who pass the assessments may receive a conditional offer of employment.
The offer remains subject to conditions including the relevant:
- medical clearance;
- security clearance;
- right-to-work verification;
- qualification checks;
- pre-employment documentation.
NATS currently states that candidates who achieve the required Class 3 medical clearance can be assigned to a training course and given an employment start date.
Passing Stage 4 is therefore a major recruitment milestone, but it is not the end of the process.
Candidates should avoid making irreversible employment, housing or relocation decisions until they understand the formal status and conditions of their offer.
You can also review the available NATS aptitude test preparation package from ATC Practice if you are still consolidating transferable assessment skills.
Affiliate disclosure: We may receive a commission if you purchase through this link, at no additional cost to you. Third-party preparation materials cannot guarantee the exact tests, questions, timings or assessment format assigned by NATS.
What to verify officially
Before completing the NATS Stage 4 practical exercise, verify:
- whether Stage 4 is still part of the current process;
- whether the exercise is virtual or face to face;
- whether Microsoft Teams is used;
- whether the location is Whiteley;
- the assessment date;
- the start time;
- the applicable time zone;
- the expected duration;
- identification requirements;
- device requirements;
- browser or software requirements;
- camera and microphone rules;
- permitted materials;
- whether notes are allowed;
- whether you must explain your thinking;
- whether several runs are used;
- how feedback is provided;
- workplace-adjustment arrangements;
- the process for technical problems;
- travel and security-entry instructions;
- how results will be communicated;
- the conditions attached to a successful outcome.
Use the official NATS Trainee Air Traffic Controller page and your Stage 4 invitation as the primary sources.
The NATS descriptions of BLADE and the realistic work sample provide useful current context, but candidate-specific instructions take priority.
Bottom line
NATS currently describes Stage 4 as a practical exercise delivered virtually through Microsoft Teams or face to face at Whiteley.
NATS has also deployed a realistic digital-twin work sample in which candidates manage simulated airspace, explain their thinking, complete short runs, receive feedback and demonstrate how they adapt.
The strongest preparation does not attempt to memorise an official scenario.
Instead, practise:
- understanding unfamiliar rules;
- scanning systematically;
- predicting what happens next;
- prioritising;
- choosing proportionate actions;
- communicating clearly;
- applying feedback;
- recovering after mistakes.
Stage 4 is designed for trainee candidates. Follow the briefing, demonstrate your own thinking and show that you can learn.