You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
The transformation that Britain underwent between the mid-18th and 19th centuries marked one of the most significant social and economic shifts in human history. Commonly referred to as the Industrial Revolution, this era saw a transition from a largely agricultural society to one dominated by machine-based manufacturing, urban growth, and complex industry. Mechanisation began to replace manual labour, and small rural communities gave way to bustling cities. The effects of these developments would reach far beyond Britain, influencing industrial progress across Europe, North America, and later, the wider world.
A cornerstone of this transformation was the application of steam power to industrial processes. In the early 1700s, Thomas Newcomen built a steam engine capable of pumping water from mines, which had long suffered from flooding. Though revolutionary, the machine was inefficient and expensive to run. In the 1760s, Scottish inventor James Watt began refining Newcomen’s model. Watt, in collaboration with manufacturer Matthew Boulton, introduced a greatly improved steam engine that converted the motion of a piston into rotary movement using a system of gears. This allowed for continuous, smooth operation of machinery and transformed steam into a flexible and reliable power source across various industries, including textiles, mining, and iron production.
As steam engines proliferated, Britain’s appetite for coal surged. Coal became the backbone of industrial energy, driving machines and transportation. Engineers such as Richard Trevithick played key roles in applying steam to rail locomotion. His early 19th-century experiments with steam-powered vehicles paved the way for the first modern trains. By 1830, a functioning railway connected Manchester and Liverpool, enabling goods and passengers to travel at unprecedented speeds. Steamships were also becoming a dominant force, replacing wind-powered vessels for both inland and transatlantic trade. Britain’s canal system, once central to the movement of heavy goods, was gradually overtaken by these faster, more efficient methods.
The textile industry was among the first to be transformed by mechanisation. For centuries, British textiles such as wool and cotton had been produced by skilled workers in their homes or in small workshops—a system known as cottage industry. Beginning in the mid-1700s, inventions such as the spinning jenny and the power loom revolutionised this sector. These devices made it possible to spin yarn and weave cloth at far greater speeds, requiring fewer workers to produce large volumes. Textile mills emerged across the country, drawing rural workers into towns and cities. The mass production of cloth allowed Britain to become a leading exporter of textiles and increased the affordability of clothing for the general public.
The iron and steel sectors also experienced major technological changes. The use of coke, derived from coal, in smelting iron ore was a breakthrough that allowed for larger-scale and more cost-effective production of higher-quality metals. This innovation was especially important during the Napoleonic Wars, which created soaring demand for weapons, tools, and military infrastructure. Later, as railways expanded and cities grew, iron was needed for tracks, bridges, and building frameworks. Technological innovations such as the hot blast furnace and rolling mills further streamlined the production process, allowing Britain to become the world’s foremost producer of industrial metals by the mid-1800s.
Alongside manufacturing, communication methods also evolved. The need to coordinate fast-moving transport systems like railways sparked the invention of new tools for long-distance communication. In 1837, William Cooke and Charles Wheatstone patented a commercial telegraph system in Britain, capable of transmitting messages rapidly via electrical signals. Their technology was soon adopted by railway companies to help prevent accidents caused by scheduling conflicts. In the United States, inventors such as Samuel Morse developed parallel systems, contributing to a global shift in how information could be exchanged. Telegraphy became an essential part of industrial and commercial infrastructure, allowing businesses to operate more efficiently and react to events almost in real time.
The social consequences of industrialisation were wide-ranging. One of the most profound effects was urbanisation. As factories opened and new job opportunities emerged in urban centres, people left the countryside in large numbers. Previously small towns grew into sprawling industrial cities such as Birmingham, Manchester, and Glasgow. These cities were often poorly planned, resulting in overcrowded housing, inadequate sewage systems, and limited access to clean water. Pollution from coal-fired factories and lack of sanitation contributed to frequent outbreaks of disease, including cholera and typhus.
While industrialisation brought increased wealth and economic output, the benefits were not distributed evenly. The middle and upper classes generally enjoyed better living conditions and greater access to goods and services. However, for many workers, life in the new industrial economy was harsh. Labourers endured long shifts—often up to 14 or 16 hours—in hazardous environments, with minimal safety regulations and low wages. Child labour was widespread. These conditions led to growing discontent and, in some cases, active resistance.
One of the most well-known protest movements of the era was led by the Luddites. Composed mainly of skilled textile workers, the Luddites opposed the rapid introduction of new machinery that they believed threatened their livelihoods. Fearing that mechanised looms and knitting frames would replace years of craftsmanship with cheap, unskilled labour, some workers took direct action. Beginning in 1811, groups broke into factories in Nottingham and other towns, smashing machines and setting buildings on fire. The name “Luddite” was inspired by a semi-legendary figure, Ned Ludd, said to have destroyed a weaving machine in the late 18th century.
The unrest soon escalated. In some areas, Luddites armed themselves and clashed with government troops. The authorities, fearing widespread rebellion, responded with force. Harsh new laws were introduced, including one that made machine-breaking punishable by death. Dozens of protesters were captured, and many were executed or exiled to penal colonies in Australia. By 1813, the Luddite resistance had been effectively crushed, but their concerns about mechanisation, job security, and workers’ rights continued to shape debates well into the 19th century and beyond.
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 1–7 on your answer sheet.
Britain’s Industrial Revolution
Steam power
Textile industry
Iron industry
Urbanisation
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8–13 on your answer sheet, write
TRUE – if the statement agrees with the information
FALSE – if the statement contradicts the information
NOT GIVEN – if there is no information on this
You should spend about 20 minutes on Questions 14–26, which are based on Reading Passage 2 below.
A Being a professional athlete is not just about physical training; the psychological demands are equally intense. Emma Raducanu, a British tennis player, drew attention to this in 2021 after withdrawing from the Wimbledon tournament. Though she had performed well initially, she began experiencing difficulty with her breathing and heart rate mid-match. In a later social media post, she described the issue as stemming from the cumulative effects of excitement and pressure during the event. Her experience is not uncommon among elite athletes who face enormous mental strain in high-profile competitions. For many, the blend of external expectations and internal pressure creates a volatile psychological environment, which can have visible effects on performance and wellbeing.
B Performance stress is a near-universal experience among athletes. Whether an athlete sees stress as manageable depends on two primary elements: the perceived demands and the available coping resources. Demands include both physical effort and psychological challenges, such as fear of failure, self-doubt, or risk of injury. Resources relate to how capable the athlete feels in overcoming these challenges. Confidence, a sense of control, and anticipation of the event all shape their stress response. If an athlete feels overwhelmed by demands, stress intensifies; if they believe they are equipped to handle the situation, stress can be harnessed positively. In this sense, performance stress is dynamic, shifting with each individual’s mental state, training background, and social support. The presence or absence of these resources can change from one competition to another, which makes stress responses highly individualised.
C Whether stress is helpful or harmful hinges on the athlete’s interpretation of the situation. When athletes perceive that they have enough resources to meet the demands, they experience a “challenge state,” which supports performance. In contrast, if demands seem excessive, a “threat state” develops, which can impair performance. Studies have shown that challenge states are associated with better outcomes in various sports, from football to golf. These findings help explain why two athletes can respond so differently under the same conditions. In Raducanu’s case, factors such as a larger audience, greater expectations, and tougher competition may have overwhelmed her perceived resources, pushing her into a threat state, despite her evident talent and prior success. The same event that energises one athlete might completely destabilise another, depending on these internal calculations of preparedness and control.
D These different stress states trigger distinct physical reactions. Challenge states release adrenaline, which boosts blood flow and energy delivery to muscles and the brain. Blood vessels expand and pressure lowers, which has been shown to enhance performance in numerous sports tasks, including cricket batting, golf putting, and penalty taking in football. Threat states, however, elevate cortisol, which counteracts adrenaline’s benefits. This results in narrower blood vessels, increased blood pressure, and slowed mental responses. High cortisol levels have been linked to poorer decision-making and increased anxiety in athletes, such as reduced serve accuracy in tennis and less consistent motor coordination. The physiological impact of stress response may thus be a crucial, though invisible, determinant of competition outcomes. Long-term exposure to threat responses may even lead to a higher risk of injury, as the body operates in a more tense and inefficient state.
E Anxiety is a common companion to stress in sports. It manifests through symptoms like rapid heart rate, trembling, shortness of breath, and muscle tension. Psychological effects include decreased focus and self-control, and in extreme cases, a strong desire to escape the situation. The severity of anxiety varies depending on how an athlete assesses demands and resources. Sometimes, anxiety may feel like nervousness or even excitement, particularly when expectations are high. But repeated experiences of negative stress responses and anxiety can seriously impact both mental and physical health, raising risks for conditions such as depression and heart disease. Research has shown that athletes who frequently experience these symptoms may also suffer long-term motivation loss or burnout. Additionally, performance-related anxiety can spill into non-sporting areas of life, affecting sleep, diet, and interpersonal relationships.
F Fortunately, there are ways athletes can better manage stress. Coaches and parents play a role by using language that promotes positive interpretations of stress. Sports psychologists can help athletes reframe physical symptoms—such as a fast heartbeat—as signs of excitement instead of fear. Psychological techniques like visualisation, where athletes imagine successful past or future performances, can build a sense of control. Simulating competitive conditions during training also helps athletes practise managing stress, for instance by introducing scoring systems or peer comparisons that mimic real events while still offering a safe space to build coping skills. These methods not only improve resilience under pressure but also foster long-term mental wellbeing. With adequate preparation, athletes can begin to view pressure as a challenge rather than a threat, turning stress into an ally rather than an enemy. The more often athletes practice responding positively to stress, the more likely they are to carry that mindset into actual competitions, reinforcing a cycle of confidence and composure.
Reading Passage 2 has six paragraphs, A–F.
Which paragraph contains the following information?
Write the correct letter, A–F, in boxes 14–18 on your answer sheet.
NB You may use any letter more than once.
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 19–22 on your answer sheet.
Choose TWO letters, A–E.
Write the correct letters in boxes 23 and 24 on your answer sheet.
Which TWO statements about Emma Raducanu’s experience at Wimbledon are mentioned in the text?
A. She had performed well in earlier rounds of the tournament.
B. She cited emotional factors as the reason for her withdrawal.
C. Her performance was impacted by a recent physical injury.
D. She had not competed at that level before.
E. The pressure from spectators and expectations added to her stress.
Choose TWO letters, A–E.
Write the correct letters in boxes 25 and 26 on your answer sheet.
Which TWO facts about anxiety are mentioned in the passage?
You should spend about 20 minutes on Questions 27–40, which are based on Reading Passage 3 below.
Let us begin by examining a modern example of intellectual brilliance: Maryam Mirzakhani, the first and only woman to receive the Fields Medal, mathematics’ highest honour. Her achievements make her seem like a natural-born genius. However, a closer look at her early life tells a more complex story. Raised in Tehran, Iran, she attended a top girls’ school, but mathematics was not initially her passion. Instead, she was an avid reader who devoured novels with great enthusiasm. In fact, her early academic results in maths were unremarkable. Everything changed when her older brother introduced her to a mathematical problem he had come across in a magazine. The puzzle sparked something in her, drawing her into the world of mathematics and igniting a lifelong interest.
As an adult, Mirzakhani’s personality traits included curiosity, perseverance, and the ability to navigate intellectual challenges. In one interview, she remarked that although the thrill of discovery was exhilarating, the process of doing mathematics often felt like wandering through an endless path without a clear destination. Nonetheless, that path led her to groundbreaking discoveries and contributions that continue to influence the field today. Her work pushed boundaries in geometry and complex systems, earning international recognition.
Mirzakhani’s trajectory is far from unique. Research indicates that many high achievers do not stand out during childhood. For instance, Albert Einstein, who later revolutionised physics with his theory of relativity, experienced language delays as a toddler and failed the general portion of the entrance exam to Zurich Polytechnic. Despite these setbacks, his exceptional talent in physics and mathematics earned him a place. He initially struggled professionally but persisted, eventually transforming the foundations of modern science. His personal letters also show someone who questioned assumptions and continued to reflect deeply even in times of failure.
There is extensive academic literature on high-level achievement, much of which suggests that performance is not solely dictated by intelligence test scores. In fact, numerous studies reveal that intelligence is adaptable. New neural connections can form through learning and experience, and an individual’s IQ can change over time. For example, an early ability to read complex texts doesn’t guarantee long-term academic superiority. Conversely, students who appear average early on can achieve exceptional outcomes later through focused effort.
There is ongoing debate about whether giftedness is innate or shaped by experience. Regardless of the answer, research consistently shows that behaviours and habits associated with top performance are teachable. Qualities such as curiosity and perseverance can be nurtured over time. Many psychologists argue that motivation and mindset play a far greater role in personal development than we previously assumed. A child taught to be inquisitive and resilient may outperform a peer labelled as gifted, especially when supported in a challenging and stimulating environment.
According to Professor Deborah Eyre, co-author of the book “Great Minds and How to Grow Them,” neuroscience and psychology suggest that most people can achieve what is commonly labelled as gifted performance in schools. The key lies in teaching students how to adopt effective learning behaviours. Eyre’s framework of “high performance learning” encourages traits like resilience, motivation, and critical thinking. Importantly, these qualities must be reinforced both in the classroom and at home, where adult support plays a pivotal role in a child’s development. Parents and educators working in harmony can greatly boost a child’s learning potential.
Professor Anders Ericsson, a psychologist based at Florida State University, reached similar conclusions through his research on excellence across various fields, including music, memory, and athletics. In his book “Peak: Secrets from the New Science of Expertise,” Ericsson contends that innate talent is less important than sustained, deliberate practice. His studies show that around 10,000 hours of challenging, structured training are typically necessary to achieve world-class expertise. The figure is not absolute, but rather indicative of the level of commitment required. Notably, participants trained in memory techniques for research purposes often outperformed individuals with presumed natural memory abilities, undermining the notion that certain talents are biologically fixed. Ericsson emphasized that mastery was achieved by pushing beyond comfort zones and continually embracing failure as part of the growth process.
Another prominent voice in this field is the late educational researcher Benjamin Bloom. In the 1980s, Bloom and his colleagues investigated highly successful individuals from diverse domains, including mathematics, music, ballet, swimming, and medicine. They discovered that consistent parental encouragement, coupled with early exposure to enjoyable and challenging activities, played a significant role in their subjects’ development. The children were not necessarily born with outstanding gifts but became committed and successful through sustained effort, often driven by role models who valued discipline and lifelong learning. The pattern of high parental involvement and the presence of stimulating environments seemed to play a defining role.
Eyre has used these insights to develop a high performance learning approach, now being piloted in several schools across the UK and abroad. In a subset of this research, 24 children from underprivileged backgrounds were examined in more detail. Despite economic and social difficulties—many lived with single parents or received free school meals—these students excelled academically. Interviews revealed a common thread: each child had at least one adult who valued education and consistently encouraged hard work, whether that support came from family, teachers, or members of the local community. The children expressed an understanding of the importance of paying attention in class, persevering through difficulties, and striving for improvement. This shows that socio-economic status does not have to determine academic success when the right support structures are in place.
Returning to Einstein, often considered the archetypal genius, we see that his success was more about character than exceptional intellect. He faced early rejection and disappointment, but remained undeterred. Reflecting on his career, Einstein once said, “It’s not that I’m so smart, it’s just that I stay with problems longer.” He rejected the common assumption that intelligence alone defined a great scientist, insisting instead that persistence and determination were far more influential. His life story exemplifies how consistent focus and internal drive can yield remarkable outcomes, regardless of how a person begins their journey.
Ultimately, the evidence challenges traditional notions of innate giftedness. Rather than being born exceptional, many high achievers share traits that can be cultivated: curiosity, resilience, and a relentless work ethic. When supported by a nurturing environment, these attributes enable ordinary individuals to achieve extraordinary results. Talent may provide a head start, but it is passion and perseverance that determine how far a person can truly go in life.
Complete the summary using the list of phrases, A–K, below.
Write the correct letter, A–K, in boxes 27–32 on your answer sheet.
Maryam Mirzakhani
Maryam Mirzakhani is regarded as 27 __________ in the field of mathematics because she was the only female holder of the prestigious Fields Medal – a record she still held at the time of her death. However, maths held little 28 __________ for her as a child and in fact her performance was below average until she was 29 __________ by a difficult puzzle that one of her siblings showed her.
Later, as a professional mathematician, she had an inquiring mind and proved herself to be 30 __________ when things did not go smoothly. She said she got the greatest 31 __________ from making ground-breaking discoveries and in fact she was responsible for some extremely 32 __________ mathematical studies.
List of Phrases
A. appeal
B. determined
C. intrigued
D. single
E. achievement
F. devoted
G. involved
H. unique
I. innovative
J. satisfaction
K. intent
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 33–37 on your answer sheet, write
YES – if the statement agrees with the claims of the writer
NO – if the statement contradicts the claims of the writer
NOT GIVEN – if it is impossible to say what the writer thinks about this
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 38–40 on your answer sheet.
✅ Passage 1: The Industrial Revolution in Britain
Questions 1–7 (Note Completion):
Questions 8–13 (TRUE/FALSE/NOT GIVEN):
8. NOT GIVEN
9. FALSE
10. FALSE
11. TRUE
12. TRUE
13. NOT GIVEN
✅ Passage 2: Athletes and Stress
Questions 14–18 (Matching Information):
14. A
15. D
16. C
17. D
18. F
Questions 19–22 (Sentence Completion):
19. injury
20. serves
21. lifestyle
22. visualisation
Questions 23–24 (Multiple Choice – Two options):
23. A
24. B
Questions 25–26 (Multiple Choice – Two options):
25. A
26. E
✅ Passage 3: An Inquiry into the Existence of the Gifted Child
Questions 27–32 (Summary Completion):
27. H
28. A
29. C
30. B
31. J
32. I
Questions 33–37 (YES/NO/NOT GIVEN):
33. YES
34. NOT GIVEN
35. YES
36. NOT GIVEN
37. NO
Questions 38–40 (Multiple Choice):
38. C
39. B
40. D
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