# NATS Stage 4 Practical Exercise Guide

> Understand the NATS Stage 4 practical exercise: airspace work sample, BLADE platform and assessment skills.

Canonical: https://www.atcpracticetest.com/nats/nats-stage-4-practical-exercise/

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

## What is the NATS Stage 4 practical exercise?

Stage 4 is the practical end of the current NATS selection process. By this point, NATS has already seen your aptitude-test performance, judgement, listening, interview and observed retesting. Stage 4 asks a different question: **how do you handle a new ATC-like task when you have to learn, perform and adapt?**

NATS describes the stage as a practical exercise delivered virtually or face to face. Public NATS material about its BLADE work sample shows the general idea: candidates receive a briefing, work through short simulated scenarios, explain their thinking and receive feedback between runs.

The important part is not pretending to be a trained controller. It is showing that you can build a picture, prioritise, communicate, follow the rules you were given and improve after feedback.

## 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:

1.  briefing the candidate;
2.  placing the candidate in a simulated airspace task;
3.  encouraging the candidate to talk through their thinking;
4.  completing a series of short runs;
5.  providing assessor feedback between runs;
6.  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:

1.  what is happening now;
2.  why it matters;
3.  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:

1.  What am I trying to achieve?
2.  Which rules cannot be broken?
3.  What actions am I allowed to take?
4.  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:

1.  **Observation:** what you have noticed;
2.  **Risk:** why it matters;
3.  **Action:** what you intend to do;
4.  **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:

1.  **Scan**
2.  **Predict**
3.  **Prioritise**
4.  **Act**
5.  **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

## 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:

1.  centre;
2.  upper area;
3.  lower area;
4.  left;
5.  right;
6.  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:

1.  remain calm;
2.  tell the assessor where possible;
3.  follow the official support process;
4.  note the time;
5.  describe the problem accurately;
6.  avoid repeatedly restarting without instructions;
7.  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:

1.  identify the main error;
2.  listen fully to the feedback;
3.  convert it into one or two specific changes;
4.  avoid attempting to correct everything simultaneously;
5.  apply the changes during the next run;
6.  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:

1.  observation;
2.  risk;
3.  action;
4.  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.

## What tends to go wrong

Candidates can make the task harder by rushing the briefing, trying to solve everything at once, becoming silent when asked to explain their thinking, or treating assessor feedback as criticism instead of useful information for the next run.

Another trap is chasing an “exact BLADE replica.” NATS publishes enough to understand the kind of work sample it uses, but not the protected rules and scenarios of a live assessment. Practise learning unfamiliar systems rather than memorising somebody else’s reconstruction.

## What useful practice looks like

Give yourself simple rule-based scenarios, then practise the same cycle each time: scan, predict, prioritise, act and check. After a run, identify one thing to change and deliberately apply it on the next attempt.

That feedback loop is more relevant to Stage 4 than simply repeating the same task until it feels familiar.

## After Stage 4

A successful Stage 4 can lead to a conditional offer, but medical, security and other employment conditions still sit between selection and training.

## Before your session

Check your current invitation for whether the exercise is virtual or at Whiteley, the technical setup, identification, permitted materials and support process. Those campaign details matter more than an old candidate description.

## The point of Stage 4

NATS is not asking you to arrive as a controller. It is looking at how you behave when the task is unfamiliar, safety matters and feedback changes what you should do next.