Free CAT4 Level E Practice Questions & Preparation Guide for Year 8 Students

Free CAT4 Level E Practice Questions & Preparation Guide for Year 8 Students

The CAT4 Level E is designed for students in Year 8 in the UK first year of secondary school in Ireland. It is widely used for school admissions, entrance assessments, and academic placement, and it reflects a shift toward more advanced abstract reasoning and spatial thinking. I’m Liron Katz, and I’m here to help you demystify these scores and give your child the tools to showcase their true potential.

This page offers:

  • Free Level E sample questions covering all four CAT4 reasoning areas
  • Teacher-written, step-by-step explanations that model CAT4-style thinking
  • A clear breakdown of the skills assessed in each reasoning battery
  • Targeted study tips to support accuracy, pacing, and test-day confidence

Use the links below to explore CAT4 Level E practice, guidance, and resources:

Free Practice Questions | CAT4 Level E Tips | Why Level E Matters | Understanding the Report | Learning Recommendations | Achievement Indicators | Prep Pack |  FAQs

Access the Full PrepPack

Free CAT4 Practice Questions

In this section, you’ll find one sample question for each reasoning skill in all four CAT4 batteries. Each question comes with a detailed explanation, so you can learn how to approach it and why the correct answer works. 

Verbal Reasoning Battery

This battery includes two question types: Verbal Classification and Verbal Analogies.

In Verbal Analogies, students identify the relationship between a pair of words and apply that same relationship to a new pair. A helpful strategy is to form a sentence that explains how the words are connected.

Lets take a look of the following analogy: 

Verbal Analogies Sample Question:

echo → sound : mirage →  

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Before anything else, we need to figure out how the words in the first pair are related. This is the key to unlocking the entire analogy. 

An echo is a type of sound, specifically a reflected sound that we hear again after the original sound. So in this pair, "sound" is the category, and "echo" is one kind of sound within that category. 

That means that both terms, "echo" and "mirage," should be specific examples within broader categories. 

Once we've figured out the type of relationship, the next step is to form a simple sentence that expresses the relationship between the two words. 

Here's what that looks like in action. Let's take the pair "echo” and “sound" and turn it into a simple sentence:  

"An echo is a specific type of sound."  

We can now use that sentence to guide us through the second part of the analogy and say that just like an echo is a specific type of sound— 

"A mirage is a specific type of…( something).

We already said that an echo is a specific type of sound—so now we must use that same relationship to figure out what kind of thing a mirage is. 

A mirage is a trick that our brains can play on us in which we see something that isn’t really there.

Let's use our modeling sentence and check to see which of the answers fits with this. 

The first option is "heat." Is a mirage a specific type of heat?  No. Heat can cause a mirage, but it's not the type of thing a mirage is. We're looking for a category, not a cause. Therefore, this option can be ruled out. 

Let's move on to the next option, "image." Is a mirage a specific type of image?  No. A mirage might look like the image of something, but it isn't a a specific type of image. It’s when you see any kind of image that isn’t there. Therefore, this option is incorrect.

 

What about "vision"? Is a mirage a specific type of vision?  No, because "vision" is the sense we use to experience a mirage, but it's not the category a mirage belongs to—just like "hearing" isn't the category for "echo." One can also have a vision of something, like a prophecy or something you imagine in your mind, but this is not correct either because a mirage is not an example of that.


Moving on to "Illusion." Is a mirage a specific type of illusion?  Yes. A mirage is a naturally occurring optical phenomenon. It gives the false impression of something that isn't really there—like water in the distance on a hot road. So we can say that a mirage is a specific type of illusion, but we won't select this answer until we've reviewed all the available options. 


Let's check the last answer, "reflection." Is a mirage a specific type of reflection?  No, because a reflection shows something real, like in a mirror, but a mirage shows something that's not actually there. So that's not the right category either. 

"Illusion" is correct. It is the only option that fits the same kind of relationship; a specific example within a broader category. 

In this pair, "illusion" is the category, and "mirage" is one kind of illusion within that category:  

echo → sound : mirage → illusion 

That means both terms, "echo" and "mirage," are specific examples within broader categories, and this analogy is based on a category relationship. 

In Verbal Classification, students identify the word that shares a common category or defining feature with a group of related words.

Verbal Classification Sample Question

thesis    abstract    bibliography

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Begin by making sure you understand what each of the first three words refers to.  Let’s define them briefly: 

  • A thesis is the main idea or argument a writer is trying to prove.  
  • An abstract is a short summary that explains what the paper is about.  
  • A bibliography is a list of sources the writer used for research.  

Now that we understand each word, we need to ask:  What do these three words have in common? 

At first, they seem quite different. One is an idea, one is a summary, and one is a list. But they all share an important trait: They are all essential components of formal academic writing. 

They help structure a research paper and guide the reader’s understanding of the writer’s work. Each plays a specific role in presenting or supporting ideas in a formal document. 

Let’s go through each option and ask:  Does this item play a similar role in the structure of academic writing as the original three? 

Option A: "title" 

Does a title play a similar role in the structure of academic writing as "thesis," "abstract" and "bibliography"? 

No, because a title is the name of the work, not a full section that adds important information to the paper like the original three words.   

Option B: "caption" 

Does a caption play a similar role in the structure of academic writing as "thesis," "abstract" and "bibliography"? 

No, because a caption is a short explanation placed under an image or figure. It is a minor element and not a major section of a research paper like the stem items.   


Option C: "footnote" 

Does a footnote play a similar role in the structure of academic writing as "thesis," "abstract" and "bibliography"? 

No, because a footnote provides additional information or source references at the bottom of a page. While useful, it is not a primary structural component of academic writing like the stem items.    

Option D: "heading" 

Does a heading play a similar role in the structure of academic writing as "thesis," "abstract" and "bibliography"? 

No, because a heading is a label used to organize smaller sections within a paper. It helps with structure but is not a defined section like the stem items.  

Option E: "appendix" 

Does appendix play a similar role in the structure of academic writing as "thesis," "abstract" and "bibliography"? 

It might be a fit. An appendix is a formal part of a paper, often used to include supporting information. Let’s take a closer look in the next step.

After eliminating options A, B, C, and D, we are left with option (E) "appendix." It fits the same classification as the stem items: all are formal sections in academic writing that serve a specific purpose in organizing or supporting the paper’s content. An appendix contains extra information, such as data or charts, that supports the paper but doesn’t go in the main body.  

Quantitative Reasoning Battery 

This battery includes two question types: Number Analogies and Number Series.

In Number Analogies, students identify the relationship between pairs of numbers and apply that same relationship to complete a new pair. Let’s try one together:  

Number Analogies  Sample Question

[8 → 34] [12 → 51] [20 → ?]  

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When solving a number analogy, it's always a good idea to begin with the basics. So let’s ask: is there a simple addition or multiplication pattern here? 

Let’s look at the first pair:  8 → 34  If we try 8 × 4, we get 32… pretty close to 34. That’s a good sign! 

Let’s try the same thing with the second pair:  12 × 4 = 48 — also close to 51. But not quite. 

So just multiplying by 4 isn’t enough. Maybe there’s a small adjustment happening after the multiplication. Let’s look closer.

Go back to the first pair:  8 × 4 = 32, and we need to get to 34.  So we added 2. 

Now try the second one:  12 × 4 = 48, but we need to get to 51.  So we added 3. 

The first one added 2, and the second added 3, so this is not the same relationship. But perhaps there is another rule that determines what number is added? 

Let’s check what 2 is compared to 8, and what 3 is compared to 12. 

2 ÷ 8 = 0.25 

3 ÷ 12 = 0.25 

Interesting! We’re adding a quarter of the original number each time. 

So the full rule is:  Multiply the number by 4, then add one-fourth of the original number.  In math terms: n × 4 + ¼n or n × 4.25 


Let’s test it on both examples again, just to be sure. 

8 × 4 = 32, and ¼ of 8 is 2 → 32 + 2 = 34 ✔ 

12 × 4 = 48, and ¼ of 12 is 3 → 48 + 3 = 51 ✔ 

It works for both. We’ve found the pattern! 

Now let’s apply the rule to the number we’re given: 20. 

First, multiply 20 by 4 → 20 × 4 = 80 

Then add one-fourth of 20 → 20 ÷ 4 = 5 

Now add them together → 80 + 5 = 85 

Therefore, the number that completes the analogy is 85 (option E). 

In Number Series, students identify patterns within sequences of numbers to determine the next value in the series. Let’s try one together:  

Number Series Sample Question

100, 50, 25, 12.5, ?

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First, take a moment to notice how the numbers are changing.  They’re going down each time—100 to 50, then to 25, then 12.5.  That’s a pretty big drop at first, then the drops seem to get smaller each time. 

So this doesn’t look like simple subtraction. Let’s try something else. 

Whenever numbers are shrinking at a steady rate, it’s a good idea to check if there’s a multiplication or division pattern. Let’s look at how each number changes: 

100 → 50 → that's half 

50 → 25 → also half 

25 → 12.5 → again, half 

Looks like we’re multiplying by 0.5 (or dividing by 2) each time. 

Let’s double-check: 

50 ÷ 100 = 0.5 

25 ÷ 50 = 0.5 

12.5 ÷ 25 = 0.5 

Yes. We have same result every time. That means this is a geometric sequence; a sequence where we multiply by the same number at each step. 

Now that we’ve noticed the pattern, it’s time to clearly say what it is. 

Each number in the series is half of the one before it. In other words, we’re multiplying by 0.5 every time or dividing by 2. 

So the rule is: 

Multiply by 0.5 (or divide by 2) to get to the next number.

Let’s go back and test the rule between each pair to make sure it’s consistent.   100 × 0.5 = 50 ✓   50 × 0.5 = 25 ✓   25 × 0.5 = 12.5 ✓  

Perfect! The pattern works at every step. That tells us we’ve found the right rule.

Now we just apply the rule to the last number in the series: 

12.5 × 0.5 = 6.25  

So the number that comes next in the series is 6.25 (option C)

Non-Verbal Reasoning Battery 

This battery includes two question types: Figure Classification and Figure Matrices.

In Figure Matrices, students complete a 2x2 or 3x3 grid by finding the image that follows the same visual rule across rows and columns.

Let’s try one together: 

Figure Matrices

Follow the pattern

figure matrices

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In this figure, you’re given a pair of related shapes: 

  • The outer shape is a white hexagon (6 sides). 
  • The inner shape is a black rhombus (4 sides). 

In the second image: 

  • The outer shape becomes a black pentagon (5 sides). 
  • The inner shape becomes a white triangle (3 sides). 

So what changed? 

  • Each shape lost one side. 
  • The colors switched: white became black, and black became white. 

Now let’s look at the shapes in the second row. We’re going to apply the same two changes we saw above:

1. Subtract one side from each shape

2. Switch the colors (black becomes white, white becomes black)

In this second row:

  • The outer shape is a white square (4 sides). If we remove one side, it becomes a triangle (3 sides). Since it was white, it should now become black.
  • The inner shape is a black pentagon (5 sides). If we remove one side, it becomes a quadrilateral (4 sides). Since it was black, it should now become white.

So, we are looking for an answer choice that has:

  • A black triangle on the outside
  • With a white quadrilateral on the inside.

Now let’s go through the answer choices and see which one matches this transformation.

Options A and E:

These figures do not show a reduction in size, such as a triangle replacing a square as the outer shape. Therefore, they can be ruled out.


Option B:

This option correctly reflects the patterns we saw in the first row:

1. Side reduction: The outer shape in the second row is a square (4 sides), and here it has changed into a triangle (3 sides.

2. Color switch: The original square was white, and now it has become black. The inner shape was a black pentagon (5 sides), and it has now become a white quadrilateral (4 sides), showing the correct reversal of color.


Option C:

This figure has a white triangle on the outside, but the outer shape was supposed to switch from white to black, which it doesn’t.

Option D:

This figure has a white triangle as the outer shape, but the outer shape was originally white and should have switched to black.

The inner shape is a black square, but the inner shape was originally black and should have switched to white. Since neither shape follows the color-switching rule, this option is incorrect.

In Figure Classification, students identify the image that shares a common feature or relationship with a given set of images.  Let’s try one together: 

Figure Classification  Sample Question

What goes next?

figure classification

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Start by looking carefully at the three figures on the left side. Ask yourself:

What do they all have in common?

What features repeat across all three?

If we study them closely, we can see that all three figures include:

  • A square outer shape in which the bottom half is textured and the top is not
  • An inner shape divided by a curving or pointing line, in which the top part is textured and the bottom is not

These features appear in each of the examples, so we’ll use them as our rules.

Now go through the options on the right side one by one. For each one, ask yourself:

  • Is the outer shape a square?
  • Is the bottom part of the square textured and not the top?
  • Is there an inner shape divided by a curved or pointed line?
  • Is the top part of the inner shape textured and not the top?

Let’s check them one by one:

Option A:

This option has a square outer shape, which is good. But the inner shape has texture on the bottom, not the top. Also, the square has texture on the top, not the bottom. So it breaks two of our rules and doesn't belong in the group.

Option B:

In this option, the inner shape does have texture at the top, and the background has texture at the bottom—both of those match. But the outer shape is not a square—it’s something else. So even though the textures are in the right places, the outer shape is wrong, and that’s enough to eliminate this one.

Option C:

This option checks all the boxes. The outer shape is a square that has texture only on the bottom. The inner shape is divided by a curved line and has texture only on the top. The background .

Since it matches all the rules, this one fits perfectly.

Option D:

In this option, the outer shape is a square, which is good, but it is not textured. Also, the inner shape is completely textured—not just the top part. So this one breaks two important rules and doesn’t belong.


Option E:

This option is a bit tricky. The outer shape is a square, so that part works. But the inner shape looks fully textured—not just the top—so that breaks one rule. Also, the bottom of the square has two different textures, which doesn’t match the examples. So this one doesn’t fit either.

Only Option C has:

  • A square outer shape that is only textured on the bottom
  • An inner shape divided by a curved line with texture only at the top

That makes option C the correct answer.

Spatial Ability Reasoning Battery  

This battery includes two question types: Figure Analysis and Figure Recognition.

In Figure Analysis, students determine how a folded and punched paper will look when it is fully unfolded.

Let’s try one together: 

Figure Analysis  Sample Question

Follow the folding pattern

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Look at the steps on the left. You’re shown a square, then two corners are folded inward along diagonal lines. This creates two folds, one on the upper-right and one on the lower-left.

Now notice what happens in the next step: a hole is punched through the folded paper.

Here’s the key idea: when you fold paper and punch a hole, the hole goes through all the layers in that spot.

  • The hole punched in the center of the square goes through only one layer because it’s not under any folds.
  • But there are four other holes, each punched where the paper is folded—so those go through two layers each.

Let’s do the math:

  • One hole through a single layer = 1 hole
  • Four holes punched through folded areas = 4 × 2 = 8 holes
  • Total holes when unfolded = 1 + 8 = 9 holes

That’s what we’re looking for—an answer that shows exactly nine holes.

Let’s go through the answer choices by counting how many holes appear once the paper is unfolded:

Options A and B:

These options have too few holes. Each shows fewer than nine, so they can’t be correct.

Option C:

This option looks close, but it actually has more than nine holes.

If you count carefully, the hole that was in the center seems to have been duplicated, which shouldn’t happen. Therefore, we can eliminate it.


Option D:

This option shows exactly nine holes, which matches what we expect.

There is one hole in the center, which comes from the part of the square that was not folded.

The other eight holes come from the four folded corners, where the hole punch went through two layers of paper in each spot.

The square is also fully unfolded, just as it should be.

Therefore, this option fits all the rules and is the correct answer.


Option E:

This option has fewer than nine holes, and you can also tell that the square hasn’t been fully unfolded. That’s a problem. Therefore, we can eliminate it.

We’ve checked all the options, and only one of them includes:

  • One hole through a single layer
  • Four holes through two layers each (making eight)
  • A fully unfolded square

That gives us exactly nine holes—just what we expected.

So Option D is the correct answer.

 In Figure Recognition, students identify the option that contains the given shape in the same size and orientation.

Let’s try one together:  

Figure Recognition  Sample Question

Choose the right design

Correct!

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Before jumping into the answer options, take a moment to look closely at the shape provided at the top.

Notice a few important details:

  • There’s a vertical line in the center.
  • There are two sharp corners or vertices—one pointing to the left and one pointing to the right.
  • The shape also includes four horizontal lines, which run parallel to each other.

These features are the clues we’ll use to find the matching shape in one of the answer choices.

Now let’s go through the options one by one to see which one contains the full shape we’re looking for.

Option A:

This option contains two clear vertices, one pointing to the left and one to the right, just like in the given shape.

When you follow the lines connecting these corners, you can see that they form the same structure as the original shape, including the vertical line and the horizontal lines in the right places. This is a perfect match. This is the correct answer.


Option B:

At first glance, this one also shows vertices pointing in both directions, which seems promising. But if you look closely, the corners are too close together, and the connecting lines don’t stretch out enough to form the full shape we’re trying to find.

So even though it starts off looking similar, it doesn’t actually contain the full given shape and this option is incorrect.


Option C:

The only straight lines this answer option includes are the boundaries of the picture, so they cannot form the angles that appear in the original shape. Therefore, we can confidently say this one does not contain the shape.


Option D:

This option has vertices pointing left and right, which is a good start.

However, they are too far apart, which means they don’t connect in the right way to recreate the full original shape. Even though it shares some directionality, it doesn’t match the full structure.


Option E:

This option lacks one of the most important features: it does not contain a vertex pointing to the right. Without that, it’s impossible for this figure to match the one at the top.

Ready to begin?

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CAT4 Level E Tips

This section presents CAT4 Level E strategies developed by assessment specialists to support accurate reasoning, efficient decision-making, and effective time management across question types.

Eliminate two incorrect options first and then decide. This reduces cognitive load and helps you stay focused under time pressure.

Look for two changing features rather than one. Briefly relaxing your eyes prevents visual fatigue and improves accuracy.

Why CAT4 Level E Matters for School Admissions and Academic Placement

CAT4 Level E plays a vital role in early secondary education. Beyond monitoring progress, it is frequently used to support entrance exam decisions, academic streaming, and setting GCSE or Leaving Certificate expectations.

Schools often compare Level E results with Level D from the previous year. A gap between the two can highlight underachievement, hidden potential, or students who need greater challenge. This gives schools strong evidence for admissions, placements, and support planning.

Level E is taken in Year 8 in England, S2 in Scotland, and equivalent grades internationally. It is normed for students aged 11 years 6 months to 13 years 11 months.

What Is on Your Child’s CAT4 Level E Report

The CAT4 Level E Report for Parents helps you understand how your child thinks, learns, and performs in reasoning tasks often used in entrance exams and school selection.

The report looks at your child’s performance across four different areas of cognitive ability, known as batteries. Each battery measures a different way of processing information.

  • Verbal Reasoning: Assesses understanding and use of language
  • Non-Verbal Reasoning: Focuses on solving problems using patterns and shapes
  • Quantitative Reasoning: Measures numerical understanding and relationships
  • Spatial Ability: Assesses thinking in pictures and understanding space and shape

In addition, the report includes a written summary describing your child’s overall learning profile summary. This summary is based on how your child’s scores compare across all four batteries rather than on one area alone.

Together, these results support admissions decisions, academic placement, and future subject pathways, while also guiding teaching and learning support.

Recommendations for Learning

The report provides practical suggestions to support your child’s learning at school and at home. These recommendations are linked to your child’s cognitive profile and may include the following.

  • Preferred learning approaches such as visual, verbal, or structured methods
  • Teaching strategies that help match lessons to your child’s strengths
  • Ways parents can support homework, revision, and study habits

Indicators of Future Academic Performance

The CAT4 report includes Indicators of Achievement. These show how students with similar CAT4 profiles have performed in past examinations, such as GCSEs or the Leaving Certificate.

These indicators are used by schools to support entrance exam outcomes, placement decisions, and academic target setting.

  • The "Most Likely Grade," which is the grade most commonly achieved by students with similar profiles
  • The "If Challenged Grade," which is a higher target that may be achievable with strong motivation, effective teaching, and targeted support

Many factors beyond CAT4 results, including effort, confidence, subject choice, and teaching quality, can influence final examination outcomes.

Preparing Your Child for CAT4 Level E Success with our Test Prep Pack

Helping your child feel ready for CAT4 Level E doesn’t have to be stressful. While the test measures natural ability, becoming familiar with the question formats can boost confidence and improve performance.

The TestPrep Online Level E Preparation Pack supports students preparing for entrance exams, school admissions, and academic placement tests.

  • 760+ practice questions across quizzes and full-length tests covering Verbal, Non-Verbal, Quantitative, and Spatial reasoning
  • 1 CAT4 Study Guide that explains how to approach each question type
  • 1 Score Guide to help you track progress clearly
  • Unlimited retakes so your child can practice as much as needed
  • 6-month access for flexible, stress-free preparation

Prepare Your Child to Tackle School Assessments with Calm and Confidence

Access Full CAT4 Level E PrepPack

Ask Liron

A language and linguistics expert with an MA in Language Teaching and over a decade of experience developing assessment-aligned practice across multiple subjects that mirrors the rigor of real edtech tests. Liron creates prep packs with clear, structured exercises that enhance learning, adapt to digital tools, and empower every student to perform their best on a wide range of assessments

CAT4 Level E FAQs

Yes. While CAT4 measures reasoning ability rather than taught content, familiarity with the question formats significantly boosts confidence, speed, and accuracy. Our Prep Pack helps students perform at their true potential.

This pack is designed specifically for CAT4 Level E, typically taken by students aged 11–14, including Year 8 (UK) and 1st Year (Ireland).

You’ll get:

760+ practice questions

Full-length CAT4-style tests

A step-by-step study guide

A score tracking guide

Unlimited retakes with 6 months of access

Absolutely. Structured practice reduces uncertainty, builds confidence, and helps students feel calm and prepared on test day.

Most families see strong results with 15–25 minutes a day over 2–3 months, making it easy to fit into busy school schedules.

Yes. High-achieving students often underperform on CAT4 simply because the question styles are unfamiliar. This pack helps strong students refine their reasoning skills and maximise their score.

Free questions offer a taste. Our Prep Pack provides complete coverage of all 8 CAT4 question types, full test simulations, explanations, and progress tracking so you know your child is truly prepared.

While no one can change natural ability, our Prep Pack helps children avoid avoidable mistakes, improve speed, and demonstrate their full reasoning potential, often leading to stronger CAT4 outcomes.



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