Top 200 Vocabulary Word List for IGCSE Pathway Year 7 | Essential Word Pack

Year 7 Essential Word Pack: 200 words and meanings

These 200 words help you read school texts, investigate questions, explain subject ideas and contribute to group work. Learn each working meaning with its phrase and original example. This is an independent IGCSE-pathway pack, not an official prescribed list; school years and curriculum stages can differ.

School and examination requirements · Practice and learning guide

1–20: Manage the move into secondary learning

Use these words to understand expectations and organise work with increasing independence.

No.	Word and form	Meaning	Natural use and example
1	curriculum noun	The planned learning, subjects and experiences offered by a school or programme.	a broad curriculum The curriculum includes opportunities to explain ideas in several different subjects.
2	subject noun	An area of knowledge studied as part of an education programme.	a school subject A word may have a specialised meaning in a particular school subject.
3	syllabus noun	A document or outline setting out the content and requirements of a course.	check the syllabus Check the syllabus for the actual course rather than relying on its nickname.
4	timetable noun	A plan showing when lessons, events or services occur.	a weekly timetable Keep the weekly timetable available so you can prepare the correct materials.
5	assessment noun	A process used to find out what someone knows or can do.	a classroom assessment The classroom assessment asks pupils to explain a method as well as obtain an answer.
6	criterion noun	A standard or feature used to judge or select something.	a clear criterion Ease of access is one criterion for choosing the exhibition venue.
7	rubric noun	A guide describing the criteria or levels used to assess a task.	read the rubric Read the rubric to understand how the teacher will assess this presentation.
8	portfolio noun	A selected collection of work showing learning, progress or achievement.	a learning portfolio The learning portfolio includes an early attempt and a revised version.
9	homework noun	Schoolwork assigned to be completed outside the lesson.	complete homework Complete the homework after checking which questions are required.
10	independent adjective	Able to carry out appropriate tasks without continual help.	independent study Independent study includes recognising when a precise question will help you continue.
11	collaborate verb	To work with other people on a shared task or goal.	collaborate on a project Collaborate on the project by combining your research with your partner's observations.
12	coordinate verb	To organise different activities or people so they work well together.	coordinate the tasks Coordinate the tasks so the poster is ready when the presentation is rehearsed.
13	allocate verb	To assign an amount, resource or task to a particular purpose.	allocate enough time Allocate enough time for checking the figures before making the chart.
14	delegate verb	To give someone responsibility for carrying out a particular task.	delegate a task The group leader will delegate one task to each willing member.
15	monitor verb	To watch or check progress or a condition over time.	monitor progress Monitor progress at each meeting so unfinished tasks are noticed early.
16	revise verb	To change a piece of work in order to improve or correct it.	revise a plan Revise the plan when you discover that the equipment is unavailable.
17	prioritise verb	To decide which tasks or needs should receive attention first.	prioritise urgent work Prioritise the incorrect measurements before adjusting the poster's colours.
18	organise verb	To arrange information, activities or things into a workable order.	organise your notes Organise your notes under questions rather than copying them as an unbroken list.
19	punctual adjective	Arriving or completing something at the agreed time.	a punctual start A punctual start leaves the group enough time to finish the demonstration.
20	commitment noun	A promise or responsibility that requires continuing effort.	keep a commitment Keep your commitment to send the source notes before the group meets.

21–40: Find and document information

Locate information efficiently, then keep enough detail to check it again.

No.	Word and form	Meaning	Natural use and example
21	retrieve verb	To find and bring back information or something stored.	retrieve a file Retrieve the original file so you can compare it with the edited version.
22	skim verb	To read quickly for the overall idea or organisation.	skim a chapter Skim the chapter first to see which section addresses your question.
23	scan verb	To look through a text quickly for a particular item.	scan for a date Scan the notice for a date, then read the surrounding instruction carefully.
24	annotate verb	To add brief notes that explain or respond to a text or image.	annotate a diagram Annotate the diagram with questions about the parts you do not understand.
25	highlight verb	To mark or draw attention to something important.	highlight key information Highlight only the details that answer the question you are investigating.
26	consult verb	To use a source or ask a person for information or advice.	consult a reference book Consult a reference book to check the meaning of the unfamiliar term.
27	navigate verb	To find a way through a place or organised information.	navigate a website Navigate the website using its headings and clearly labelled links.
28	browse verb	To look through a collection without examining every item closely.	browse the shelves Browse the shelves to find a topic that you want to investigate.
29	catalogue noun	An organised list of items in a collection.	a library catalogue The library catalogue gives the location of the book you need.
30	archive noun	A collection of records preserved for future use or study.	a school archive The school archive contains photographs and newsletters from earlier years.
31	document noun	A written, printed or digital record containing information.	an original document Examine the original document before deciding whether the summary represents it fairly.
32	record noun	Information kept as evidence or as an account of something.	a written record Keep a written record of the changes made during each trial.
33	excerpt noun	A short part selected from a longer text or recording.	a short excerpt The excerpt gives one speaker's view but does not include the whole discussion.
34	glossary noun	A collection of explanations for selected words used in a text or subject.	a subject glossary Add the new term to your subject glossary with a clear example.
35	citation noun	A brief indication of the source supporting information or a quotation.	include a citation Include a citation beside the borrowed information so readers can trace it.
36	bibliography noun	A list of sources used or consulted for a piece of work.	prepare a bibliography Prepare the bibliography while researching so source details are not lost.
37	edition noun	A particular version of a published work.	the latest edition Check which edition you used because its page numbers may differ.
38	primary adjective	In source work, providing original or direct evidence about the topic being studied.	a primary source The pupil's diary is a primary source for studying her experience of the trip.
39	secondary adjective	In source work, interpreting or discussing information from original or other sources.	a secondary source A later history of the school is a secondary source for its founding.
40	provenance noun	The origin and history of an object or piece of information.	establish provenance Establish the photograph's provenance before claiming when and where it was taken.

41–60: Describe an investigation

Separate the question, the procedure and the result before reaching a conclusion.

No.	Word and form	Meaning	Natural use and example
41	hypothesis noun	A possible explanation that can be investigated or tested.	test a hypothesis Our hypothesis is that the rougher surface causes the toy car to slow sooner.
42	variable noun	A factor that can change or be changed in an investigation.	control a variable Keep the starting height fixed so that this variable does not change between trials.
43	factor noun	Something that contributes to or influences a situation or result.	an important factor The amount of light is an important factor in planning where to place the seedlings.
44	condition noun	A circumstance under which an activity or process takes place.	keep conditions similar Keep the conditions similar when comparing the two sets of results.
45	procedure noun	A stated sequence of actions used to carry out a task.	describe the procedure Describe the procedure clearly enough for another group to follow it.
46	apparatus noun	The equipment used for a practical activity or investigation.	set up apparatus Set up the apparatus as directed before recording the first measurement.
47	measurement noun	A quantity found by comparing something with a standard unit or scale.	record a measurement Record each measurement with its unit and the time it was taken.
48	precision noun	How closely repeated measurement results agree under specified conditions.	measurement precision The closely grouped readings show precision, although the instrument still needs checking for accuracy.
49	repeatability noun	How closely results agree when the same method is repeated under the same conditions.	check repeatability Repeat the measurement using the same equipment to examine its repeatability.
50	observation noun	Information noticed directly through the senses or an instrument.	a direct observation The liquid became darker is an observation; why it changed requires an explanation.
51	trial noun	One attempt or run carried out as part of an investigation.	repeat a trial Repeat the trial to see whether the first result is typical.
52	result noun	Information or an outcome obtained from an action or investigation.	compare the results Compare the results before deciding whether they support the proposed explanation.
53	pattern noun	A repeated or recognisable arrangement in events, information or behaviour.	identify a pattern Identify a pattern in the measurements without ignoring values that do not fit it.
54	trend noun	A general direction of change across a series of observations.	a rising trend The readings show a rising trend across the five recorded days.
55	anomaly noun	A result or feature that differs from the pattern expected.	investigate an anomaly Investigate the anomaly rather than deleting it simply because it is inconvenient.
56	comparison noun	An examination of similarities and differences between things.	a fair comparison A fair comparison uses the same measurement method for both materials.
57	explanation noun	An account that makes how or why something happens understandable.	a possible explanation The damaged wheel offers a possible explanation for the slower movement.
58	conclusion noun	A judgement reached after considering information or reasoning.	a supported conclusion A supported conclusion refers to the results and recognises what they cannot show.
59	limitation noun	A restriction on what a method, source or result can establish.	acknowledge a limitation Acknowledge the limitation that only one class took part in the survey.
60	uncertainty noun	A lack of complete knowledge or exact confidence about something.	recognise uncertainty Recognise the uncertainty about attendance before ordering an exact number of materials.

61–80: Talk accurately about data

Choose the right word for the number, the display and the claim you make.

No.	Word and form	Meaning	Natural use and example
61	dataset noun	A collection of related values or observations kept for analysis.	a small dataset Our small dataset contains the measurements taken during the three classroom trials.
62	value noun	The number assigned to a quantity or recorded observation.	a recorded value Check the recorded value against the original measurement before making the graph.
63	unit noun	A standard amount used to express a measurement.	state the unit State the unit so readers know whether the length is in centimetres or metres.
64	scale noun	The relationship between marked positions and values on a graph or measuring device.	check the scale Check the scale before assuming that each line represents one unit.
65	axis noun	A reference line against which graph values or positions are shown.	a horizontal axis The horizontal axis shows the days on which measurements were taken.
66	label noun	A name or short description identifying an item or part of a display.	a clear label A clear label tells readers which material each line represents.
67	interval noun	The gap between two points, values or times.	equal intervals Mark the axis at equal intervals so the graph can be read consistently.
68	frequency noun	The number of times a particular value or event occurs.	the highest frequency The answer with the highest frequency was selected by the most respondents.
69	proportion noun	A part of a quantity considered in relation to the whole.	a small proportion A small proportion of the class chose the optional lunchtime session.
70	percentage noun	A way of expressing a proportion as a number out of one hundred.	calculate a percentage Six out of twenty pupils represents a percentage of thirty per cent.
71	ratio noun	A comparison expressing the relative sizes of quantities.	a ratio of three to two Three red counters and two blue counters give a red-to-blue ratio of three to two.
72	average noun	Here, the mean found by adding values and dividing by how many there are.	calculate the average The average of four, six and eight is six.
73	distribution noun	The way values or observations are spread across a set or area.	the distribution of scores The distribution of scores shows whether most are close together or widely spread.
74	minimum noun	The smallest value in a set or the lowest amount permitted.	identify the minimum In the recorded temperatures, the minimum is the lowest value on the list.
75	maximum noun	The greatest value in a set or the highest amount permitted.	identify the maximum The maximum recorded length was larger than all the other measurements.
76	outlier noun	A data value unusually far from the other values in a set.	inspect an outlier Inspect the outlier to check whether it reflects a real event or a recording error.
77	sample noun	A selected part of a larger group used to collect information.	a representative sample Discuss whether the sample includes enough different pupils for the question being asked.
78	respondent noun	A person who gives an answer to a survey or question.	each respondent Ask each respondent the same question without suggesting a preferred answer.
79	estimate noun	An approximate amount or judgement based on available information.	a reasonable estimate Make a reasonable estimate of the total before completing the exact calculation.
80	approximate adjective	Close to the actual amount or value but not exact.	an approximate length An approximate length is enough for the sketch but not for cutting the final piece.

81–100: Read geography and environmental texts

Connect descriptions of places with the processes and measurements that explain them.

No.	Word and form	Meaning	Natural use and example
81	location noun	The position or place where something is situated.	a precise location Give a precise location so the next group can find the observation point.
82	settlement noun	A place where people establish a community to live.	a coastal settlement The map shows a coastal settlement beside the river mouth.
83	population noun	The people, or the members of one species, living in a defined area.	a growing population The case study describes a growing population within the town's boundaries.
84	density noun	The amount or number concentrated within a stated area or volume.	population density Population density compares the number of people with the area they occupy.
85	migration noun	Movement of people or animals from one area to another.	a migration route The map shows a migration route and the places where people settled.
86	urban adjective	Relating to towns or cities.	an urban area The urban area contains closely spaced buildings and several transport routes.
87	rural adjective	Relating to the countryside rather than towns or cities.	a rural community The rural community in the case study is surrounded by farmland.
88	region noun	A particular area distinguished by location or shared features.	a mountain region The mountain region has different transport challenges from the coastal plain.
89	boundary noun	A line marking the edge or limit of an area.	a district boundary The district boundary is shown by a dashed line on the map.
90	landscape noun	The visible features of an area of land.	a changing landscape Compare the photographs to describe changes in the landscape over time.
91	terrain noun	Land considered according to its physical shape and surface.	rough terrain The rough terrain makes this route harder to cross on foot.
92	elevation noun	The height of a place above a stated reference level, usually sea level.	a higher elevation The village at a higher elevation is marked with a larger height value on the map.
93	slope noun	A surface or area that rises or falls at an angle.	a gentle slope The path follows a gentle slope instead of climbing directly up the hill.
94	drainage noun	The movement or removal of water from an area.	improve drainage The plan includes a channel to improve drainage after heavy rainfall.
95	vegetation noun	The plants growing in a particular area.	dense vegetation Dense vegetation covers the bank beside the narrow stream.
96	climate noun	The long-term pattern of weather in a region.	compare climates Compare the climates using long-term information rather than one afternoon's conditions.
97	weather noun	Atmospheric conditions at a particular place and time.	changing weather The changing weather affected our observations during the afternoon fieldwork.
98	rainfall noun	The rain that falls in a place, often expressed as a measured amount.	monthly rainfall The graph shows monthly rainfall rather than the number of rainy days.
99	resource noun	A useful supply, material or capability available for a purpose.	manage a resource The island project asks pupils to manage a limited water resource.
100	sustainability noun	The ability to continue an activity without undermining the resources or conditions it needs.	consider sustainability Consider sustainability by asking how the garden will obtain water and ongoing care.

101–120: Understand accounts of the past and society

These words help you distinguish a sequence of events from an explanation of change.

No.	Word and form	Meaning	Natural use and example
101	chronology noun	The arrangement of events in the order in which they happened.	establish a chronology Establish a chronology before explaining how the different events were connected.
102	era noun	A period of history identified by particular features or developments.	a historical era The exhibition groups the objects according to the historical era they represent.
103	century noun	A period of one hundred years.	a century of change The timeline shows a century of change in the town's transport.
104	decade noun	A period of ten years.	a decade later A decade later, the photograph shows new houses beside the station.
105	origin noun	The beginning or source of something.	investigate the origin Investigate the origin of the place name using several records.
106	event noun	Something that happens, especially an occurrence significant to an account.	a major event Place each major event on the timeline using its recorded date.
107	development noun	A process of growth or change, or a new stage in that process.	a later development The new bridge was a later development that changed the travel route.
108	continuity noun	The persistence of something over time despite other changes.	continuity and change The same market location shows continuity despite the town's changing buildings.
109	change noun	A difference from an earlier condition or form.	explain a change Explain a change in the photographs without assuming what caused it.
110	cause noun	Something that produces or contributes to an event or result.	a possible cause The closed road was one possible cause of the reduced number of visitors.
111	consequence noun	A result that follows from an event or action.	an unexpected consequence An unexpected consequence of moving the entrance was a longer queue.
112	reform noun	A change intended to improve a system or practice.	an educational reform The source describes an educational reform and the reasons given for it.
113	tradition noun	A practice, belief or custom passed between people or generations.	a local tradition The interview describes a local tradition that the family still follows.
114	institution noun	An established organisation serving a public or social purpose.	a public institution The museum is a public institution that preserves objects and shares information.
115	government noun	The people and organisations responsible for governing a country or area.	a local government The account explains how local government decisions affected the new road.
116	citizen noun	A person legally recognised as belonging to a particular country.	a country's citizens The chapter discusses the responsibilities and rights of the country's citizens.
117	trade noun	The activity of buying, selling or exchanging goods and services.	expand trade The new harbour helped the town expand trade with nearby places.
118	conflict noun	A serious disagreement or struggle between people or groups.	resolve a conflict The account describes a conflict over access to the shared land.
119	agreement noun	An arrangement or understanding accepted by the people involved.	reach an agreement The two groups reached an agreement about using the community building.
120	treaty noun	A formal agreement between countries or other recognised political groups.	sign a treaty The source records the date on which the countries signed the treaty.

121–140: Discuss art, music and visual information

Use a subject word for the feature you can actually point to or hear.

No.	Word and form	Meaning	Natural use and example
121	medium noun	The material or form used to create or communicate a work.	an artistic medium The artist chose charcoal as the medium for the portrait.
122	technique noun	A particular method used to perform a task or create an effect.	practise a technique Practise the shading technique on scrap paper before using it in the drawing.
123	composition noun	The arrangement of elements within an artwork or other created work.	a balanced composition The composition places the tallest building beside a large area of open sky.
124	contrast noun	A noticeable difference between elements placed together.	strong colour contrast Strong colour contrast makes the pale shape stand out against the dark background.
125	perspective noun	A way of representing depth and relative position in a picture.	draw in perspective Drawing the road in perspective makes it appear to narrow into the distance.
126	texture noun	The surface quality of something, or the appearance of that quality.	suggest texture Short pencil marks suggest the rough texture of the stone wall.
127	symmetry noun	An arrangement in which parts correspond across a line or around a centre.	line symmetry Fold the shape along the line of symmetry to compare the matching halves.
128	foreground noun	The part of a picture or scene appearing closest to the viewer.	in the foreground A bicycle in the foreground partly covers the building behind it.
129	background noun	The part of a scene or image appearing behind its main subjects.	in the background The small trees in the background help create a sense of distance.
130	focus noun	The main point of attention or interest.	the main focus The bright doorway is the main focus of the photograph.
131	angle noun	The direction or position from which something is viewed.	a different angle Photograph the model from a different angle to show the hidden support.
132	frame noun	The boundary or selected area enclosing a picture or view.	within the frame Keep the entire model within the frame so no important part is missing.
133	sequence noun	An ordered series of images, sounds or actions.	a sequence of images The sequence of images shows how the sculpture was assembled.
134	rhythm noun	A pattern of sounds or movements across time.	a steady rhythm Clap the steady rhythm before adding the words of the song.
135	tempo noun	The speed at which music is performed.	a faster tempo A faster tempo changes how quickly the same pattern is played.
136	pitch noun	How high or low a sound is.	a higher pitch The second note has a higher pitch than the first note.
137	harmony noun	The combination of different musical notes sounded together.	a simple harmony The second voice adds a simple harmony beneath the main tune.
138	rehearsal noun	A practice session preparing people for a performance.	attend a rehearsal Attend the rehearsal so the group can practise its entrances together.
139	performance noun	The presentation of music, drama or another prepared activity to an audience.	a live performance The live performance includes music composed by pupils in the class.
140	expression noun	The communication of feeling or meaning through a creative or spoken choice.	musical expression Changes in volume and phrasing add expression to the familiar melody.

141–160: Read mathematics instructions precisely

These working meanings help you understand the language around a calculation.

No.	Word and form	Meaning	Natural use and example
141	operation noun	A mathematical action such as addition, subtraction, multiplication or division.	choose an operation Choose the operation that matches the relationship described in the problem.
142	formula noun	A rule expressed using numbers or symbols to calculate a quantity.	use a formula Use the formula for rectangle area after identifying its length and width.
143	equation noun	A mathematical statement that two expressions are equal.	solve an equation Solve the equation and check that your answer makes both sides equal.
144	inequality noun	A mathematical statement using comparisons such as less than, greater than, or less than or equal to.	represent an inequality Represent the inequality on a number line using the correct boundary mark.
145	term noun	A part of an expression separated at its main level by addition or subtraction.	identify the terms In the expression 3x plus 5, the two terms are 3x and 5.
146	coefficient noun	A number multiplying a variable in an algebraic term.	identify a coefficient In 7x, the coefficient is seven because seven multiplies x.
147	constant noun	A value that remains fixed in the expression or situation being considered.	a constant value In x plus 4, the constant term is four.
148	integer noun	A whole number, including positive numbers, negative numbers and zero.	a negative integer Negative three is an integer, but one half is not.
149	decimal noun	A number written using a decimal point to show place value.	compare decimals Compare the decimals by lining up their place values carefully.
150	fraction noun	A number written as one quantity divided by another non-zero quantity.	simplify a fraction Simplify the fraction by dividing its numerator and denominator by a common factor.
151	numerator noun	The number above the line in a written fraction.	the fraction's numerator In three fifths, the numerator is three.
152	denominator noun	The number below the line in a written fraction.	a common denominator Use a common denominator before adding these two unlike fractions.
153	multiple noun	A number obtained by multiplying another number by an integer.	a multiple of four Twelve is a multiple of four because four times three equals twelve.
154	divisor noun	A number by which another number is divided.	identify the divisor In twenty divided by five, the divisor is five.
155	perimeter noun	The total distance around a two-dimensional shape.	calculate the perimeter Calculate the perimeter of the garden plan before estimating the fencing needed.
156	area noun	The size of a two-dimensional region, expressed in square units.	calculate an area Calculate the area of the floor before deciding how much covering is needed.
157	volume noun	The amount of three-dimensional space occupied by an object or substance.	calculate a volume Calculate the volume of the cuboid using consistent units for its three dimensions.
158	capacity noun	The greatest amount that a container can hold.	compare capacities Compare the containers' capacities before choosing one for the measured liquid.
159	parallel adjective	Describing straight lines in the same plane that remain the same distance apart.	parallel lines The parallel lines on the diagram do not meet when extended.
160	perpendicular adjective	Meeting at a right angle.	perpendicular lines Draw a line perpendicular to the base at the marked point.

161–180: Collaborate without losing responsibility

Name what the group needs and what each person has agreed to contribute.

No.	Word and form	Meaning	Natural use and example
161	clarification noun	An explanation that removes uncertainty or makes meaning clearer.	ask for clarification Ask for clarification about the deadline before allocating the final tasks.
162	contribution noun	Something a person gives or does to help a shared activity.	a useful contribution A useful contribution might be checking the figures rather than speaking the longest.
163	initiative noun	The ability or action of beginning useful work without waiting to be told.	show initiative Show initiative by identifying a missing source and suggesting how to find it.
164	responsibility noun	A duty to carry out or take care of something.	accept responsibility Accept responsibility for returning the borrowed equipment after the presentation.
165	accountability noun	Being expected to explain and answer for one's actions or decisions.	shared accountability Shared accountability means the group can explain how it checked the final information.
166	coordination noun	The organisation of separate actions so that they work together.	improve coordination Better coordination prevents two pupils from preparing the same section unknowingly.
167	feedback noun	Information about work or behaviour intended to help evaluate or improve it.	specific feedback Specific feedback identifies which instruction was confusing and why.
168	suggestion noun	An idea offered for someone to consider.	a practical suggestion Her practical suggestion was to number the steps in the demonstration.
169	proposal noun	A plan or idea formally put forward for consideration.	consider a proposal Consider the proposal by checking its cost, time and expected benefit.
170	compromise noun	An agreement in which people accept some changes to what they originally wanted.	reach a compromise The groups reached a compromise by sharing the room at different times.
171	consensus noun	Broad agreement within a group.	build a consensus Build a consensus by checking which parts of the plan everyone can support.
172	disagreement noun	A difference of opinion between people.	explain a disagreement Explain the disagreement about the data without making personal comments.
173	preference noun	A stronger liking for one option than another.	state a preference State your preference and give a reason that the group can consider.
174	permission noun	Agreement allowing a person to do something.	obtain permission Obtain permission before using the school hall for your practice session.
175	consent noun	Freely given agreement to a particular action or participation.	ask for consent Ask for consent before including a classmate's recorded voice in the presentation.
176	confidentiality noun	The practice of keeping entrusted information from people not authorised to receive it.	respect confidentiality Respect confidentiality when someone shares personal information during a group task.
177	participation noun	Taking part in an activity.	encourage participation Encourage participation by leaving time for quieter members to explain their ideas.
178	inclusion noun	Making it possible for people to take part and be treated as members.	support inclusion Clear written instructions can support inclusion alongside the spoken explanation.
179	accommodation noun	An adjustment made to help meet a person's particular needs.	a practical accommodation Providing a larger-print copy is a practical accommodation for this reader.
180	respect noun	Consideration for another person's rights, feelings or views.	show respect Show respect by hearing the reason before responding to an opinion you dislike.

181–200: Prevent common meaning errors

Several familiar-looking words differ in grammar, certainty or the kind of result they describe.

No.	Word and form	Meaning	Natural use and example
181	adapt verb	To change something so it works in new conditions or for a new purpose.	adapt a plan Adapt the plan to fit the smaller room rather than copying it unchanged.
182	adopt verb	To choose and begin using an idea, method or practice.	adopt a method Adopt the new method after checking that it suits the task.
183	affect verb	To influence or produce a change in something.	affect a result A change in starting height may affect the result of the trial.
184	effect noun	A change or result produced by an action or cause.	an unexpected effect The unexpected effect of the new arrangement was a shorter queue.
185	imply verb	To suggest a meaning without stating it directly.	imply a criticism The remark may imply a criticism, although it does not name the problem openly.
186	infer verb	To draw a conclusion from information or clues.	infer a reason We can infer a possible reason, but the text does not confirm it.
187	ensure verb	To make certain that something happens or is the case.	ensure accuracy Check the copied numbers against the source to help ensure accuracy.
188	assure verb	To tell someone confidently that something is true or will happen.	assure a listener I assured the listener that I would check the date before sending the notice.
189	capable adjective	Having the ability or potential to do something.	capable of improvement The first design is capable of improvement if its weak joint is reinforced.
190	competent adjective	Having enough skill and knowledge to perform a task adequately.	a competent explanation A competent explanation gives the necessary steps in an understandable order.
191	efficient adjective	Achieving a result while avoiding unnecessary time, effort or resources.	an efficient process An efficient process avoids entering the same information in three different places.
192	effective adjective	Producing the intended or desired result.	an effective instruction An effective instruction lets a new pupil complete the task correctly.
193	adequate adjective	Good enough or sufficient for a particular need.	adequate detail Include adequate detail for the reader to identify the correct entrance.
194	appropriate adjective	Suitable for the person, purpose or situation.	an appropriate tone Choose an appropriate tone when writing to someone you have not met.
195	consistent adjective	Staying in agreement or following the same pattern or standard.	consistent labels Use consistent labels so the same colour always represents the same material.
196	accurate adjective	Correct or close to the true value, fact or intended information.	accurate reporting Accurate reporting preserves the source's numbers and the limits attached to them.
197	explicit adjective	Stated directly and clearly rather than left for the reader to work out.	an explicit instruction The explicit instruction says to include two examples, so one is insufficient.
198	implicit adjective	Suggested or understood without being stated directly.	an implicit message The repeated invitation to join suggests an implicit message of welcome.
199	provisional adjective	Arranged or accepted for now but open to change after further information.	a provisional conclusion The provisional conclusion may change when we collect observations from more days.
200	final adjective	Intended as the completed version or last decision for the present purpose.	a final version Check the final version before sending it to the organiser.

Choose your next learning step

Start with the task that is useful today. The practice passages and model answers are original teaching examples, not predicted examination questions.

Return to a word group

• 1–20: Manage the move into secondary learning
• 21–40: Find and document information
• 41–60: Describe an investigation
• 61–80: Talk accurately about data
• 81–100: Read geography and environmental texts
• 101–120: Understand accounts of the past and society
• 121–140: Discuss art, music and visual information
• 141–160: Read mathematics instructions precisely
• 161–180: Collaborate without losing responsibility
• 181–200: Prevent common meaning errors

Practise and check your understanding

• What does Year 7 require on an IGCSE pathway?
• Learn a word with its subject, grammar and purpose
• The Fencing Method: keep a conclusion provisional
• What can two days of observations actually show?
• Coordinate a group without losing the details
• Useful distinctions that protect your meaning
• Fourteen tasks for accurate use across subjects
• Answers and explanations
• A practical week for transfer between subjects
• Frequently asked questions
• Sources and companion reading
• Essential Word Packs for other years

What does Year 7 require on an IGCSE pathway?

This pack uses Year 7 for a lower-secondary school year, preparing for later IGCSE study. Year 7 is not a separate IGCSE qualification. A school’s year number need not match its Cambridge stage number. Confirm the actual course before practising a particular examination paper. The list is a selected learning resource, not an official required vocabulary syllabus.

Cambridge Lower Secondary English 0861 develops reading, writing, speaking and listening for different purposes and audiences. The Cambridge programme guide connects vocabulary with understanding texts, planning, grammar and discussion across Stages 7–9. The subjects and tasks in this pack provide places to practise those connected language skills.

According to the official assessment overview, Progression Tests are marked in school and available for Stages 7–9; Lower Secondary Checkpoint is taken at the end of Stage 9. Schools select their assessment arrangements. There is no universal Year 7 IGCSE word count or compulsory quota of advanced words.

Use the actual task as your starting point

Before answering, identify the subject, the action required and the evidence available. A science question about a pattern needs the observed pattern. A history question about a cause needs a supported explanation. An art question about foreground needs a feature you can locate in the image. Knowing the term helps only when the answer connects it to the material in front of you.

For strong work, choose accurate words, preserve units and conditions, and separate what you observed from what you concluded. The practice checks below are teaching suggestions, not Cambridge grade boundaries or a guarantee of any result.

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Learn a word with its subject, grammar and purpose

Do not treat each word as having one definition for every possible situation. Volume can refer to a book, a sound level or three-dimensional space. This Year 7 entry teaches the measurement sense. Expression in the arts group refers to communicating feeling or meaning; in algebra, an expression is a combination of mathematical terms. When you meet another sense, record the subject and a new example.

Choose four to six words from a current lesson. For an investigation, start with variable, procedure, observation, result, limitation and conclusion. Draw a short account of the activity: what you changed, what you did, what you noticed, what the numbers show and what you can reasonably say. Place each word where it does a specific job.

Use a quick diagnostic before more memorising

Ask the learner to explain a word without the printed definition. Then show a new sentence and ask which meaning fits. Finally, ask for an original use. If the explanation is secure but the new use fails, practise grammar and collocation. If both are uncertain, return to a concrete example. If the sense changes across subjects, compare the two contexts explicitly.

A useful notebook entry for allocate is “allocate time to a task” followed by a realistic sentence about the current project. An isolated synonym such as “give” is less helpful because it does not show what can be allocated or how the verb fits into a sentence.

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The Fencing Method: keep a conclusion provisional

The eduKate Fencing Method builds sentence control by adding one useful layer at a time, then transferring the word to a new situation. This original example uses provisional to keep a judgement appropriately limited.

1. Base: We offer a provisional conclusion.
2. Context: We offer a provisional conclusion about the refill station.
3. Tone: We cautiously offer a provisional conclusion about the refill station.
4. Reason: We cautiously offer a provisional conclusion about the refill station because our observations cover only two days.
5. Transfer: The rehearsal timetable is provisional until the hall booking is confirmed.

The adjective tells the reader that further information may change the conclusion. The reason explains why that limit matters. In the last sentence, the word describes a timetable rather than a judgement, but the idea of possible revision remains.

Now shorten the longer sentence while preserving its meaning: “Our conclusion about the refill station is provisional: we observed it for only two days.” This is a useful editing step after expansion. A sentence does not become stronger merely because it becomes longer.

Try the opposite condition

If the organiser confirms the hall and completes the timetable, it may now be the final timetable for that event. Explain what new information justifies the changed word. Do not replace provisional with final simply because final sounds more confident.

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What can two days of observations actually show?

Original school investigation: two refill stations

A Year 7 group counted uses of two water-refill stations between 11.00 and 11.10 on Monday and Tuesday. Each time someone filled a bottle, the observers recorded one use. They did not record names or ask which station pupils preferred.

On Monday, Station A recorded eight uses and Station B recorded four. On Tuesday, Station A recorded two uses and Station B recorded ten. A maintenance note states that Station A was closed for the first six minutes of Tuesday’s observation period. Both stations were open throughout Monday’s period.

The group’s first report says: “Station B is more popular with all pupils because it had fourteen uses across the two days, while Station A had ten. The school should therefore close Station A.” Another group member asks whether a temporary closure could have affected the figures. She proposes collecting observations on several days when both stations are available for the whole period, and asking pupils about the reasons for their choices.

Questions

1. What exactly did the observers count?
2. Which station had more recorded uses on Monday?
3. What happened to Station A on Tuesday?
4. Do the counts directly measure every pupil’s preference?
5. Why is the claim about “all pupils” too strong?
6. Suggest one useful improvement to the investigation.

Worked explanation

1. They counted each occasion on which someone filled a bottle. They did not count unique pupils or directly ask about preference. 2. Station A, with eight uses compared with four at Station B. 3. It was closed for six of the ten observed minutes, so the stations were not equally available during that period.

4. No. Observed use and stated preference are different kinds of information. A pupil might use the station that is open or nearest rather than the one they prefer. 5. The observations cover two short periods, and the group did not ask all pupils. The available information cannot establish a preference shared by everyone.

6. One improvement is to collect counts over more comparable periods when both stations are open. Another is to ask a suitable sample of pupils why they choose a station. A good answer explains which uncertainty the change addresses. Simply adding another observer would not, by itself, remove the closure problem.

A revised report that respects the data

“Station B had more recorded uses across the two observed periods. However, Station A was closed for most of Tuesday’s period. These counts do not establish pupils’ general preferences. We recommend further observations under comparable conditions before making a decision about either station.” The revised report keeps the true numbers and removes the unsupported certainty.

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Coordinate a group without losing the details

Use the refill-station scenario for a short project meeting. One pupil checks the maintenance note; another checks the totals; a third drafts a neutral survey question; a fourth prepares the presentation. Each person should state what they will produce and when the group can expect it.

Vague contribution: “I will do the information.” Clear contribution: “I will check the observation dates and copy the maintenance note accurately. I will send the checked notes before Tuesday’s meeting.” The second version gives the group an action, an output and a time.

Disagree with the claim, then offer a next step

Practise saying, “I agree that Station B had more recorded uses overall. I disagree that this proves everyone prefers it, because Station A was closed during part of the observation. Could we describe the conclusion as provisional and collect more comparable data?” This response identifies the exact disagreement while preserving the part of the report that is supported.

For listening practice, have a partner read: “The presentation remains on Thursday. Please bring the checked notes to Tuesday’s meeting instead of Wednesday’s. The survey questions can still be revised on Wednesday.” Explain which deadline changed and which did not. The notes are now due Tuesday; the presentation remains Thursday, and survey revision remains possible on Wednesday.

If someone is unsure, invite clarification: “When you say the notes, do you mean both the count sheet and the maintenance record?” A short question at the right time can prevent a longer misunderstanding. The aim is shared understanding, not a contest to speak with the most elaborate vocabulary.

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Useful distinctions that protect your meaning

Primary does not mean automatically reliable

The Library of Congress explains primary and secondary sources in terms of their relationship to the material being studied. A pupil’s original diary can provide direct evidence about her experience; a later account may interpret several such records. Both still need questioning. A diary can misremember a time, and a later history can carefully check it against other evidence.

For the refill investigation, the original count sheet provides direct evidence of what the observers recorded. The maintenance note gives another relevant record. Check how each was produced and what it can actually establish. Calling a document primary does not make every claim based on it true.

Precision and accuracy do different jobs

The National Physical Laboratory’s measurement guide distinguishes agreement among repeated measurements from closeness to the true value. Imagine that a known 10-centimetre reference strip is repeatedly recorded as 11 centimetres because the measurement starts from the wrong mark. The readings may agree closely, but agreement alone does not make them accurate.

In class, explain what the results show and check the measuring method. Do not assume that adding more decimal places automatically improves the measurement. The example is a teaching illustration, not a complete procedure for judging a scientific instrument.

Affect and effect

In the senses taught here, affect is the verb and effect is the noun: “The closure may affect the count”; “The closure may have an effect on the count.” Read the grammatical job before choosing the spelling. A correct sentence must also keep the claim at the right level of certainty.

Adapt and adopt

A group can adopt a method by deciding to use it. It can adapt that method by changing it for a smaller room or different audience. If you changed the procedure, “We adopted it unchanged” would not describe your action accurately. Explain both the decision and any modification.

One word, a different subject

Compare “The painter changed the composition” with “The pupil wrote a composition.” The first concerns the arrangement within an artwork; the second names a piece of writing. Use the sentence and subject to select the sense. The example in a word pack establishes one use, not an instruction to ignore other legitimate uses.

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Fourteen tasks for accurate use across subjects

1. You need only the date in a long notice. Which reading action is more directly useful: scanning for the date or skimming for the general idea?
2. Write a sentence using allocate with a realistic amount of time and a task.
3. In the refill-station passage, what is the combined recorded use of Station A?
4. Why should the group keep the maintenance note with the count sheet?
5. Six of twenty surveyed pupils choose a morning session. What percentage is that?
6. Find the mean average of four, six and eight.
7. Choose affect or effect: “The changed starting height may ____ the result.”
8. Choose adapt or adopt: “We changed the activity so it would work in a smaller space.” Explain your choice.
9. A graph has no unit on its vertical axis. Write one piece of specific feedback.
10. Explain why closely agreeing measurements may still be inaccurate.
11. For a study of one pupil’s experience, is her original diary a primary or secondary source?
12. Identify the coefficient in 7x and the constant term in x + 4.
13. A picture places a large bicycle close to the viewer and tiny trees far behind it. Which belongs to the foreground?
14. Write a provisional conclusion from the refill observations without claiming to know all pupils’ preferences.

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Answers and explanations

1. Scanning for the date. You are locating a specific item. After finding it, read the surrounding words to check which event it belongs to.
2. Possible answer: “We will allocate ten minutes to checking the labels.” The sentence assigns a resource, time, to a clear purpose. Other practical choices are acceptable.
3. Ten uses. Eight on Monday plus two on Tuesday equals ten. These are recorded uses, not necessarily ten different pupils.
4. It explains a relevant difference in availability. Without it, a reader might compare the counts as though both stations were open throughout both periods.
5. Thirty per cent. Six divided by twenty is three tenths, equivalent to thirty out of one hundred.
6. Six. Add four, six and eight to get eighteen, then divide by the three values.
7. Affect. The sentence needs a verb meaning influence. “Have an effect on” is an alternative construction using the noun.
8. Adapt. The method was modified for new conditions. Adopt would describe deciding to use a method, whether or not it was later changed.
9. Possible answer: “Add the unit to the vertical-axis label so readers know what each number measures.” This identifies the problem and the improvement.
10. The repeated readings may share the same error. For example, measuring from the wrong mark can produce consistent readings that differ from the true length.
11. Primary. The diary provides direct evidence of that pupil’s account of her experience. Its claims still need careful interpretation and checking where possible.
12. Coefficient: 7; constant term: 4. Seven multiplies x in the first expression. Four remains fixed in the second expression.
13. The bicycle. It appears closest to the viewer. The distant trees are in the background.
14. Possible answer: “Station B had more uses in the two recorded periods, but Station A’s partial closure limits the comparison.” This keeps both the result and its relevant limitation.

When checking an open response, look for the meaning and the evidence, not an exact match to the model’s wording. If the response makes a larger claim than the data allow, revise the claim before polishing the vocabulary. A cautious but accurate conclusion is more useful than an unsupported confident one.

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A practical week for transfer between subjects

Choose a small set from two subjects, such as science and geography. In the first session, explain each selected word and identify its grammatical form. In the next, find it in a lesson text and state what it means there. Then use it in an original explanation. At the end of the week, revisit the words without the list and correct one remaining misunderstanding. Adjust the length and number of words to the learner’s workload.

Support route

Work from a concrete object, image or short passage. Ask the learner to point to the foreground, show the perimeter or identify the recorded value before asking for a full explanation. Offer a sentence beginning, then remove that support on the next attempt. Keep the content meaningful rather than turning every task into a spelling test.

Stretch route

Ask the learner to find a word with two subject meanings and explain both. Then give a small dataset or two conflicting records and ask what can be concluded. Require a specific limitation and a sensible next question. This adds depth through precision and judgement instead of simply adding rarer vocabulary.

Keep feedback short and actionable: “You correctly separated observed use from preference; now state the observation period.” Revisit that change in another task. The aim is to make the learner increasingly able to notice and repair the problem without needing an adult to rewrite the answer.

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Frequently asked questions

Is Year 7 the same as Cambridge Stage 7?

It may align in some schools, but the labels are not automatically interchangeable. Ask the school which programme and stage the learner follows. Use this pack according to the learner’s needs rather than as proof of an official stage placement.

Why does the list include mathematics and music words?

Secondary pupils read and explain in many subjects. The pack helps with the language surrounding a method, observation or creative choice. Subject teaching is still needed; a vocabulary definition cannot replace understanding the underlying concept.

Must every word be new?

No. Familiar words may need a more precise sense or a new grammatical pattern. Knowing volume as loudness does not automatically explain its measurement meaning. Use existing knowledge as a starting point.

Can speaking practice help written answers?

A spoken explanation can reveal where the reasoning becomes unclear. After explaining aloud, write the key point and evidence. Then check the written grammar and punctuation separately; a useful oral rehearsal does not complete the whole writing task.

How should a pupil work towards top grades?

Use the actual task criteria, make relevant points, support them with accurate evidence and correct recurring errors. Vocabulary supports these actions. This pack does not provide predicted grades or a fixed number of words that guarantees success.

What if a dictionary gives a different meaning?

Check whether it is a different sense of the same word. Compare the part of speech, subject and surrounding sentence. If the intended meaning remains uncertain, ask for clarification and record a checked example instead of guessing.

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Sources and companion reading

The word selection, meanings, sentences, passages and activities are independent eduKate teaching material. The sources below support the examination context and specific learning guidance; they do not prescribe this 200-word sequence or guarantee an outcome.

• Cambridge Lower Secondary English curriculum — Official curriculum scope; this pack is an independent teaching selection.
• Cambridge Lower Secondary assessment — Official Progression Test and Checkpoint arrangements; confirm the school’s chosen route.
• A guide to Cambridge Lower Secondary English — Official Cambridge guidance on connected language skills and stage progression.
• The eduKate Fencing Method for Vocabulary — Sentence expansion method adapted through original classroom examples.
• National Physical Laboratory: accuracy, precision and trueness — Primary reference for the measurement distinction; classroom example is original.
• Library of Congress: What is a primary source? — Primary and secondary source definitions; examples here are original.

For extended composition and essay practice, continue with the Year 7 Words for Essay Writing guide. For the broader collection that inspired this format, see 200 vocabulary words for a 12-year-old.

Explore the Years 1–13 Essential Word Packs

Choose the closest learning stage, then adapt the pace to the learner. Years 1–9 build foundations, Years 10–11 support the usual IGCSE stage, and Years 12–13 continue into pre-university learning. School structures differ.

• Year 1 Essential Word Pack
• Year 2 Essential Word Pack
• Year 3 Essential Word Pack
• Year 4 Essential Word Pack
• Year 5 Essential Word Pack
• Year 6 Essential Word Pack
• Year 7: this Essential Word Pack
• Year 8 Essential Word Pack
• Year 9 Essential Word Pack
• Year 10 Essential Word Pack
• Year 11 Essential Word Pack
• Year 12 Essential Word Pack
• Year 13 Essential Word Pack

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