eduKate SG

The Singapore Vocabulary Guide: From Kindergarten to Adult English

Start here

eduKate federation ownership: this Singapore Vocabulary Guide is the public vocabulary reference and reader map for the eduKate ecosystem. It organises vocabulary by age, school stage, purpose, paper and real-world use so readers can find the right list or reference route quickly. For the canonical vocabulary learning system—how words are encoded, retained, retrieved, distinguished, transferred and used independently—continue to eduKateSG Vocabulary Hub. Deep English usage and language performance belong to Singapore English Tuition Centre; learner-state diagnosis and transfer belong to eduKateSengkang; recovery belongs to eduKateYishun; and Punggol family implementation belongs to eduKatePunggol.

A good Singapore English vocabulary guide should do more than collect school word lists. It should tell you where to begin, what the learner is trying to do with the words, and which route matters next. This page now runs from Kindergarten and Primary 1–6 through PSLE, Secondary English, O-Level and SEC, General Paper, IGCSE and IB, then continues into adult and lifelong vocabulary for work, university, language proficiency and everyday precision.

Learn vocabulary through countries and cities

For words connected to places, use the World Travel Vocabulary country index. Choose a twenty-word cultural introduction, an available English or Chinese essentials companion, or a city collection. Return to this guide for reference routes by age and purpose.

After twenty-five years of teaching in small Singapore classrooms, I have seen the same difficulty in every age group: students often know more words than they can reliably use. They recognise a definition, then lose the word when they must retrieve it quickly, distinguish it from a near-synonym, pair it with the right neighbour or place it inside a sentence that actually says what they mean. Vocabulary becomes powerful only when it survives that journey.

Use this guide as a map, not a syllabus. If you know the learner’s stage, enter by level. If you know the weakness, enter by paper: composition, situational writing, vocabulary MCQ, cloze, comprehension, oral, listening, summary or General Paper application. The best route is usually the smallest one that solves the next real language problem.

StageMain vocabulary jobStart here
KindergartenOral meaning, classroom directions, asking for help100 oral-language words · 100 classroom words
Primary 1–4Core meaning, spelling, sentence building, reading and composition languageEnglish Vocabulary Lists
Primary 5–6 / PSLEPaper-specific precision: composition, cloze, comprehension, oral and listeningPSLE English Vocabulary List
Secondary 1–4 / O-Level / SECEssay moves, paraphrase, academic vocabulary, oral and examination languageHow to Build Secondary Vocabulary
Junior College / GPArgument, evidence, evaluation, synthesis and applicationGeneral Paper Vocabulary List
IGCSE / IBDirected writing, composition and analytical terminologyIGCSE 0500 · IB English A
Adults / lifelong learningWork, university, professional communication, reading, precision and language proficiencyTop 100 Vocabulary Words for Adults · Adult routes

How to improve vocabulary by Primary level

The Vocabulary Learning System is eduKateSingapore’s public application and reference route for Meaning → Use → Transfer. The federation-level vocabulary learning and mastery mechanism is maintained in the eduKateSG Vocabulary Hub. These six year-level owners apply the method to the developmental demands of each Primary year:

Advanced Vocabulary Grade 1–12

The complete Grade 1–12 Advanced Vocabulary series is now public: twelve grade rooms, each with a Top 100 word bank, printable PDF, Fencing practice and a quick FAQ. Use the grade index when the question is which level should I enter?; use the Vocabulary Learning System when the question is how do I make these words retrievable and usable?

The original 68-page school and examination expansion is live, and the guide now continues beyond it into adult vocabulary. Nobody needs to work through everything. A strong vocabulary system is selective: choose the right cluster, learn a manageable set deeply, retrieve it later, and move on only when the words begin to appear naturally in reading, speech, study or work.

How to use this guide

There are two entrances, and both are useful. The level route gives a learner the vocabulary landscape for a school stage. The paper route is narrower: it asks what the examination or classroom task is actually demanding. In January, families often need the first. Two weeks before an assessment, they usually need the second.

This page is the map. It does not try to be the method, the complete inventory and the teaching mechanism at the same time. Those jobs belong to the three routes below, and keeping those owners separate is what makes the vocabulary estate usable rather than repetitive.

  • English Vocabulary Lists is the level route. When the question is simply “which words belong at this school stage?”, start there.
  • eduKate Vocabulary Learning System applies the public Singapore route from recognised, to recalled, to used accurately and transferred into a new context; use the eduKateSG Vocabulary Hub for the federation-level learning and mastery mechanism.
  • Vocabulary Article Directory is the full vocabulary inventory when you need to search beyond the curated routes on this guide.
  • English Article Directory is the wider English estate for reading, writing, grammar, comprehension, oral communication and examination guides when the problem is no longer mainly vocabulary.

One principle runs through everything here: a word is not fully learnt because it looks familiar. It becomes usable when the learner can recover it after a delay, choose it instead of a tempting near-word, place it beside natural collocations and use it in a fresh sentence without the original list in front of them. Recognition is the beginning. Independent selection is the finish.

Before Primary 1: Kindergarten oral and classroom vocabulary

For younger learners, begin with meaning and participation rather than long written lists. The Kindergarten Oral Language Vocabulary page gives 100 words for belonging, conversation, actions, feelings, position, time, comparison, discovery and simple reasoning. The Kindergarten Classroom Vocabulary page adds 100 words for following instructions, asking for help, clarification, turn-taking, routines and self-correction.

These are adult-guided oral-language routes, not readiness tests, sight-word programmes or requirements that every child master the same list by the same age. Move into Primary 1 vocabulary when the learner’s actual school context and language needs make that useful.

Primary 1 to 4: building the base

Lower-primary vocabulary is where language starts becoming dependable. The aim is not to impress adults with long words; it is to build a dense network of ordinary, reusable language for reading, explaining, describing, sequencing and writing. At this stage, a precise common word used confidently is worth far more than an advanced word remembered only for a spelling test.

Primary 1 and 2. Begin with language children can use immediately: family, feelings, school, movement, position, sequence and everyday action. The first goal is not volume. It is control. A child who can understand, spell and use careful, between, because and decide has a stronger foundation than one who has copied fifty harder words without owning them.

Primary 3 and 4. This is where vocabulary begins to carry composition. Children need words that describe a person, move a scene, show emotion, connect events and make a sentence sound natural. Collocations matter more. So do word families: once a learner sees how prefixes, suffixes and roots behave, one learnt word begins opening the door to several others.

For families who want the whole Primary map in one place, use the Primary School Vocabulary List: 100 Useful Words for 2026. Mandarin-speaking households can also use the bilingual 小学英语必背词汇表 | Primary English Vocabulary List (Grades 1–6). Both work best when the child studies a small selection and returns to it in new contexts.

Primary 5, Primary 6 and PSLE: vocabulary by paper

From Primary 5 onward, the vocabulary question becomes more specific. It is no longer only “How many words does my child know?” but “Which words does this paper demand, and what must the child do with them?” PSLE tests vocabulary through different jobs—storytelling, register, context, collocation, inference, oral retrieval and real-time listening—and the learner may be strong in one while still losing marks in another.

Begin with the level lists to establish range. Then move to the paper that is exposing the weakness. This keeps revision diagnostic instead of turning every problem into another hundred-word list.

Paper 1: Composition

For composition, vocabulary should disappear into the story. The reader should notice the fear, hesitation, noise, movement or change—not the fact that the child memorised an impressive phrase. Build controllable language for story moments, then practise bending it to fit unfamiliar prompts. The strongest composition vocabulary is flexible enough to survive a new setting and precise enough not to sound pasted in.

Paper 1: Situational Writing

Situational Writing rewards language that understands its job. A formal opener, request or closing is useful only when the student has read the audience, purpose and required content correctly. Teach a compact bank of dependable forms, then practise choosing among them. Register should make the message clearer, not make a twelve-year-old sound like a lawyer.

Paper 2 Booklet A: Vocabulary MCQ and Vocabulary Cloze

Paper 2 Booklet A is where shallow vocabulary knowledge is exposed quickly. The MCQ asks whether the learner can separate near-synonyms. The cloze asks whether the word fits the grammar, meaning and collocation of the sentence around it. Reading widely helps; deliberate contrast and retrieval are what make the right choice available under time pressure.

Paper 2 Booklet B: Comprehension

Comprehension vocabulary begins with restraint. The learner has to work out what a word means here, in this sentence, before reaching for a remembered synonym. Then the answer must be rebuilt in the learner’s own language without changing the degree or relationship in the passage. Answering Vocabulary-in-Context Questions teaches that first move; Primary 6 Vocabulary for PSLE Comprehension: Context, Inference, Evidence, Paraphrase extends it into full comprehension work.

Paper 4: Oral

Oral vocabulary has to be available without a page to lean on. The topics are familiar—school, safety, the environment, kindness, healthy habits—but familiar topics can still produce thin answers when the words are not ready. Build small topic banks, then practise moving from opinion to reason, example and reflection until the language can be retrieved naturally in conversation.

Paper 3: Listening

Listening Comprehension is vocabulary moving at real speed. A correction can reverse the answer. A quantity can narrow it. A sequence word can change what happened first. Near-synonyms create distractors because they sound plausible. Teach the learner to listen for relationships, not merely for one familiar keyword.

Subject vocabulary: Maths and Science words that cost marks

Maths and Science have their own language traps. A learner can understand the concept and still misread at first, remaining, compare or explain. In these subjects, vocabulary is part of problem solving: the word tells the student what relationship to notice, what operation to perform or what kind of answer to construct.

Secondary 1 to 4, O-Level and SEC: vocabulary by essay and paper

Secondary vocabulary becomes a matter of judgement. The student is no longer simply choosing a correct word; they are choosing a level of certainty, a register, a stance and a relationship between ideas. O-Level language remains relevant to the current 2026 cohort, while the SEC becomes the national examination reference from 2027. The labels change. The underlying work—precision, paraphrase, evidence, argument and control—does not.

Use the level lists first when the student needs a broad term’s worth of language. Then narrow by paper, essay type or theme. That second step is where vocabulary begins to become examination-ready rather than merely extensive.

Paper 1: Essays

Every essay type has its own vocabulary of moves. Argumentative writing needs claim, qualification, concession and rebuttal. Discursive writing needs balance without becoming indecisive. Descriptive writing needs atmosphere, sensory precision and controlled pace. A strong writer does not use the same “good words” everywhere; they select language according to the job the paragraph is doing.

Paper 1: Situational Writing

Paper 2: Comprehension and Summary

Summary and comprehension expose a different weakness: students often understand the passage but do not possess a second way to express the same idea. Good paraphrase is not synonym swapping. It preserves the original scope, cause, degree and relationship while changing the wording. The aim is not to sound different; it is to remain accurate while becoming independent of the source sentence.

Paper 4: Oral

Themes

The themes below are not predictions of what an examiner will ask. They are practice worlds: recurring areas where students need abstract nouns, evaluative verbs, precise adjectives and language for cause, consequence and judgement. Work on one theme long enough for the vocabulary to become usable, then deliberately transfer the same words into a different theme.

Idioms and phrasal verbs by level are already live: Secondary 1, Secondary 2, Secondary 3 and Secondary 4. Use them selectively. Natural idiom is powerful; forced idiom is immediately visible.

Junior College: General Paper vocabulary

General Paper vocabulary is thinking made visible. The student needs language for claim, evidence, qualification, counterargument, evaluation, synthesis and application—not because those words sound mature, but because they name the intellectual moves the essay is making. Precision is the real sophistication.

The GP cluster is now complete enough to function as a system. Begin with the 200-word JC1 list. Then move into essay phrases, science and technology, politics/governance/society, Application Question language, media/arts/culture, environment/economics and Paper 2 summary/paraphrase. The order should follow the student’s weakness, not the menu.

The best bridge into GP is not a sudden jump into “advanced” words. It is stronger control of Secondary vocabulary: evidence, tone, connotation, critical thinking, qualification and precise word choice. Those skills now sit beneath the dedicated GP routes rather than standing in for them.

Cambridge IGCSE and IB: vocabulary for international syllabuses

International syllabuses ask for the same underlying language strength through different assessment structures. Cambridge IGCSE First Language English 0500 requires vocabulary and sentence choices that fit purpose, audience and form; IB English A asks students to analyse how language, structure and representation construct meaning. The dedicated routes below teach those jobs directly rather than relabelling Singapore examination material.

Always check the syllabus code and examination year before using format-specific advice. Cambridge and IB revise assessment structures over time; the transferable skills remain useful, but the paper number, task wording or assessment emphasis may change.

Adults and lifelong vocabulary: work, study and precise English

Adult vocabulary is not simply the school list with harder words added. The job changes. Adults need language for work, university, public life, finance, technology, relationships, professional communication and serious reading. The most valuable gains often come from better control of register, collocation, tone, qualification and domain-specific meaning—not from collecting rare words.

Start with Top 100 Vocabulary Words for Adults with Meanings and Examples if you want one broad entry point. The age-specific routes below are optional practice lenses, not developmental standards: a 28-year-old does not “need” a different vocabulary because of a birthday. Use the route whose examples and demands fit the learner’s present life.

Young-adult routes: 18 to 21

Early adult routes: 22 to 25

Adult routes: 26 to 29

Adult routes: 30 to 33

Academic and proficiency English

Adult practice: make the vocabulary usable

For adults, progress should be judged by function: Can you choose the word in a meeting, understand it in serious reading, write it without sounding inflated, and retrieve it a week later in a different topic? That is the same eduKate system—meaning, boundaries, collocation, use and transfer—applied beyond school.

Reading lists, worksheets, tests and flashcards

Lists introduce words. Reading gives them a life. A learner meets vocabulary differently inside a mystery, a memoir, a science article or a comic: the surrounding syntax, tone and situation add information no definition can supply. Use the reading routes for long-term growth, and the worksheets, flashcards and self-checks when you need a sharper diagnosis of what is still unstable.

The method behind the practice is simple to state and harder to fake: encounter the word, retrieve it, use it, leave it alone for a while, then retrieve it again. Reviewing Vocabulary Through Retrieval Practice explains why a short delayed test often teaches more than another evening of rereading the same list.

This week and this month: fresh routes

Some vocabulary should stay current because the contexts around it move. News language, oral examples and school-calendar topics change; examination syllabuses change on a slower cycle. The fresh routes exist so that a learner can practise durable words inside material that still feels connected to the world they are living in.

Older dated sets remain useful because vocabulary does not expire when the calendar turns. Use Daily 10 New Vocabulary Words for Primary School or the Vocabulary News Archive: December 2025 as retrieval material, then ask whether the words still transfer into a new context today.

Singapore words: Singlish, the school calendar and home ground

Singapore children learn early that English has more than one social setting. The language of home, friends and the void deck does not always belong unchanged in a formal answer. That is not a reason to shame Singlish; it is a reason to teach register. Strong language users can recognise local meaning, preserve identity and still switch deliberately into Standard English when audience and purpose require it.

If the list is not the problem

Sometimes the learner already has enough words. The failure is somewhere else in the system. Use these deeper routes before adding another list.

I recognise the word, but I cannot use it

Go to Receptive and Productive Vocabulary. The problem is activation: recognition exists, but independent retrieval and sentence use are still unstable.

I learn the word, then forget it

Use Reviewing Vocabulary Through Retrieval Practice and Spaced Repetition and Active Recall. The repair is delayed retrieval, not rereading the list more often.

I choose a word that is almost right

Use the Fencing Method. Compare the target with its nearest competitors, then check intensity, register, collocation and context. Vocabulary errors often happen at the boundary between two plausible words.

I know the word in practice, but lose it in a new task

Return to the eduKate Vocabulary Learning System. The missing step is transfer: the word must survive a different sentence, topic, speaker, text or examination condition before it is genuinely independent.

How eduKate teaches vocabulary

eduKate teaches vocabulary by building boundaries around a word. The Fencing Method asks four questions: what does the word mean, what does it not mean, which words naturally sit beside it, and can the learner use it in a fresh sentence? Retrieval then returns later, after the list has disappeared. The longer explanation of the recognition-to-use journey sits at Receptive and Productive Vocabulary.

Our small-group format—three students, ninety minutes—makes this visible very quickly. One student may know the meaning but choose the wrong collocation. Another may recognise the word but fail to retrieve it in writing. A third may use it fluently but too broadly. Good vocabulary teaching is diagnostic because the repair depends on which part of the word is not yet secure.

If you want to see how that teaching works inside an actual programme, use Tuition Programmes and Locations. If the immediate question is simply “Which vocabulary route should my child start with?”, speak with eduKate and bring the learner’s level, recent work and the paper that is causing difficulty.

Frequently asked questions

How many words should my child learn a week? Fewer than most vocabulary notebooks suggest. Ten words learnt deeply can be more useful than fifty copied once. A good weekly set should include meaning, one important contrast, a natural collocation, one original sentence and a delayed retrieval check. The number matters less than whether the words return when the list is gone.

Which list should I start with for PSLE? Begin with the PSLE English Vocabulary List, then follow the marks. If composition is weak, move to the phrase and story-language routes. If Booklet A is the problem, use MCQ, cloze, collocation and confused-word pages. If oral is thin, move to topic vocabulary and elaboration. The score tells you where to narrow.

Are these lists the same as the school’s spelling lists? Not necessarily, and they do not need to be. A school list may follow the textbook, current unit or class programme. This guide organises vocabulary by learner stage, language job and examination component. Use the two together: school lists keep the child aligned with class; these routes deepen transfer and paper-specific control.

My child reads a lot but still loses vocabulary marks. Why? Reading is excellent for exposure and recognition, but examinations often demand retrieval, discrimination and precise use. A learner may understand reluctant while reading and still fail to choose it from four near-synonyms in a cloze. The repair is not less reading. It is adding deliberate retrieval and contrast to the reading already happening.

Do you have material I can print? Yes. Start with the free PSLE vocabulary worksheets and P1–P6 printable flashcards. Level-specific PDF routes also exist where a workbook has actually been published. Check the linked page itself rather than assuming every vocabulary article carries a download.

Is there a vocabulary list for General Paper? Yes. Start with the General Paper Vocabulary List: 200 Words Before the First JC1 Essay. From there, choose the job: essay structure, Application Question, science and technology, politics and society, media and culture, environment and economics, or Paper 2 summary and paraphrase.

How often is this guide updated? The structure changes when a new owner or route deserves a place in the map. News vocabulary and Word of the Week are refreshed more frequently; examination-specific material is reviewed against the relevant syllabus cycle. The review date near the bottom tells you when the guide itself was last checked as a whole.

Do I need tuition to use these lists? No. The vocabulary estate is written to be useful at home and in school. Tuition becomes useful when the problem is diagnostic: the learner keeps making the same kind of mistake, but nobody is yet sure whether the cause is meaning, retrieval, collocation, grammar, inference, writing control or examination execution.

Last updated and sources

Last full editorial review: 26 September 2026. The original 68-page expansion is live and linked into this guide, and the Kindergarten oral-language and classroom-vocabulary routes now provide an earlier entry point. The page is maintained as a route map: new owners are added only when they solve a distinct vocabulary job.

For examination formats, trust the current primary source over an old blog post—including ours. Use SEAB PSLE formats examined in 2026, the SEAB SEC examination route, SEAB A-Level syllabuses, the Cambridge IGCSE First Language English 0500 page and the IB Language A: Language and Literature course page. The vocabulary skills travel well; paper structures and syllabus codes can change.

Full live article library: 68 companion pages

The library below preserves the original 68-page build as a transparent index. Every row now leads to a live companion owner. Focus keyword records the search job the page was built to answer; Wave records publishing sequence, not importance or difficulty. Ignore the wave when studying. Choose the page that solves the learner’s actual problem.

A. Composition and good phrases, Primary 3 to 6

#Planned titleFocus keywordWaveStatus
1Good Phrases for PSLE Composition: 150 Original Phrases Sorted by Story Momentgood phrases for composition1Live
2Good Phrases for Primary 3 and 4 Composition: 100 Phrases Young Writers Can Controlgood phrases for primary 3 composition1Live
3How to Start a PSLE Composition: 30 Openings That Aren’t “It Was a Sunny Day”how to start a composition1Live
4How to End a PSLE Composition: 30 Endings With Reflection, Not “I Learnt My Lesson”composition ending phrases1Live
5Show, Don’t Tell: 100 Body-Language Phrases for Fear, Anger, Guilt, Joy and Embarrassmentshow not tell phrases1Live
6Connectors and Transition Words for Composition and Cloze, Sorted by Jobconnectors for composition1Live
7Better Words for “Said”: 120 Dialogue Tags by Emotion and Volumewords for said1Live
8The PSLE Word-Upgrade Table: Better Words for Walked, Looked, Big, Happy, Sadsynonyms for walked2Live
9Words to Describe a Person’s Appearance: Face, Build, Clothes, Movementwords to describe appearance2Live
10Words to Describe a Place: School, Void Deck, Hawker Centre, Beach, Stormwords to describe a place2Live
11Sensory Word Bank for P4 to P6: Sounds, Smells, Textures, Lightwords to describe sounds2Live
12Situational Writing Vocabulary for PSLE Paper 1: Openers, Requests, Closings, Formal vs Informalsituational writing phrases2Live

B. PSLE Paper 2 word knowledge

#Planned titleFocus keywordWaveStatus
13PSLE Vocabulary MCQ: How the Question Is Built, and 100 Words It Testspsle vocabulary mcq1Live
14PSLE Vocabulary Cloze: The 12 Word Types That Fill the Blanks, With Practicevocabulary cloze psle1Live
15Commonly Confused Words for PSLE: 60 Pairs (Affect/Effect, Lose/Loose, Advice/Advise)commonly confused words psle1Live
16Tricky Spelling Words for PSLE 2027: 200 Words and the Rules Behind Thempsle spelling list1Live
17Homophones for Primary School: 100 Pairs With Sentenceshomophones list2Live
18Prefixes and Suffixes for PSLE: 80 Word Parts That Unlock Thousands of Wordsprefixes and suffixes list2Live
19Collocations for PSLE: 150 Natural Pairings Markers Expectcollocations psle2Live
20100 Phrasal Verbs for PSLE, Grouped by Verb (Get, Take, Put, Break, Turn)phrasal verbs list2Live
21Latin and Greek Roots for Upper Primary: 60 Roots and Their Word Familiesroot words list3Live

C. Oral and listening

#Planned titleFocus keywordWaveStatus
22PSLE Oral Vocabulary by Topic: Words for the 15 Stimulus-Based Conversation Themespsle oral vocabulary1Live
23Sentence Starters for PSLE Oral: Opinion, Reason, Example, Experiencepsle oral sentence starters1Live
24100 Words Children Mispronounce in Reading Aloud, and How to Say Thempsle oral pronunciation2Live
25PSLE Listening Comprehension: Signal Words and Distractor Words to Listen Forpsle listening comprehension tips3Live

D. Subject vocabulary

#Planned titleFocus keywordWaveStatus
26PSLE Maths Problem-Sum Keywords: What “Altogether”, “Remaining”, “At First” and “As Many As” Tell Youproblem sums keywords1Live
27PSLE Science Glossary by Theme: Cycles, Systems, Interactions, Energypsle science keywords2Live
28O-Level Command Words: Describe, Explain, Suggest, Deduce, Compareo level command words2Live
29E-Math and A-Math Word-Problem Vocabularya math vocabulary3Live

E. Secondary 1 to 4 and O-Level

#Planned titleFocus keywordWaveStatus
30Argumentative Essay Vocabulary for O-Level: Claim, Concession, Rebuttalargumentative essay vocabulary1Live
31O-Level Situational Writing Vocabulary: Formal Letter, Email, Report, Proposal, Speecho level situational writing phrases1Live
32O-Level Oral Vocabulary: Stimulus-Based Conversation Frames for Opinion and Elaborationo level oral vocabulary1Live
33Discursive Essay Phrases: Balancing Views Without Sitting on the Fencediscursive essay phrases2Live
34Descriptive Essay Vocabulary for O-Level: Atmosphere, Light, Crowd, Silencedescriptive essay vocabulary2Live
35O-Level Comprehension: “In Your Own Words” and Summary Paraphrase Banko level summary writing phrases2Live
36Commonly Confused Words for O-Level: 80 Pairscommonly confused words o level2Live
37The Academic Word List for Sec 1 to 4: 570 Word Families Explainedacademic word list2Live
38Secondary 1 Vocabulary Theme: Education, Family and Growing Upsecondary 1 vocabulary list2Live
39Secondary 2 Vocabulary Theme: Technology and Science in Societysecondary 2 vocabulary technology2Live
40Sec 3 to 4 Vocabulary Theme: Crime, Law and Justiceo level vocabulary crime2Live
41Sec 3 to 4 Vocabulary Theme: Media, Truth and Misinformationo level vocabulary media2Live
42Sec 3 to 4 Vocabulary Theme: Arts, Culture and Heritageo level vocabulary arts culture3Live
43Sec 3 to 4 Vocabulary Theme: Sports, Competition and Charactero level vocabulary sports3Live
44Reflective and Personal Recount Vocabulary for Sec 3 to 4reflective essay vocabulary3Live
45O-Level Spelling: 200 Words Examiners Mark Downo level spelling list3Live

F. Junior College General Paper

#Planned titleFocus keywordWaveStatus
46General Paper Vocabulary List: 200 Words Before the First JC1 Essaygeneral paper vocabulary1Live
47GP Essay Phrases: Thesis, Signposting, Concession and Evaluationgp essay phrases1Live
48GP Vocabulary by Theme: Science and Technologygp science technology vocabulary2Live
49GP Vocabulary by Theme: Politics, Governance and Societygp politics vocabulary2Live
50GP Application Question Vocabulary: Agreeing, Qualifying, Evaluating With Precisiongp aq phrases2Live
51GP Vocabulary by Theme: Media, Arts and Culturegp media arts vocabulary3Live
52GP Vocabulary by Theme: Environment and Economicsgp environment economics vocabulary3Live
53GP Paper 2 Summary and Paraphrase Bankgp summary phrases3Live

G. Cambridge IGCSE and IB

#Planned titleFocus keywordWaveStatus
54IGCSE 0500 Paper 1 Directed Writing Vocabularyigcse english 0500 vocabulary2Live
55Literary Devices Vocabulary: 60 Terms With Original Examplesliterary devices list2Live
56IGCSE 0500 Paper 2 Descriptive and Narrative Vocabularyigcse descriptive writing vocabulary3Live
57IB English A Language and Literature: 120 Analytical Terms for Paper 1ib english analysis vocabulary3Live

H. Reading lists and tools

#Planned titleFocus keywordWaveStatus
58Free PSLE Vocabulary Worksheets 2026: Printable Practice With Answerspsle vocabulary worksheets1Live
59Best Books for Primary 1 to 2 Readers, With the Words Each Book Teachesbooks for primary 12Live
60Best Books for Primary 3 to 4 Vocabularybooks for primary 32Live
61Best Books for Secondary Students, Sec 1 to 4books for secondary school students2Live
62PSLE Vocabulary Test: A 50-Question Self-Check by Levelpsle vocabulary test2Live
63Printable Vocabulary Flashcards, P1 to P6vocabulary flashcards printable3Live

I. Fresh and recurring

#Planned titleFocus keywordWaveStatus
64PSLE Word of the Week (index page plus one short post every Monday)word of the week1Live
65Vocabulary From the News This Month, P5 to P6 and Secondary (updated monthly)vocabulary in the news1Live
66PSLE English 2027 Vocabulary Prep Plan: A Primary 5 Parent’s Year-Ahead Checklistpsle english 20271Live

J. Singapore hooks

#Planned titleFocus keywordWaveStatus
67Singlish to Standard English: 100 Everyday Swaps for Composition and Oralsinglish to standard english2Live
68Vocabulary for Singapore’s School Calendar: National Day, Racial Harmony Day, Total Defencenational day vocabulary3Live

Return to the wider estate: when the question moves beyond vocabulary into another subject, parent support, world knowledge or tuition, use the eduKateSingapore Hub.

Project Atlas return: this is the canonical Vocabulary hub inside eduKateSingapore’s wider knowledge estate. Use the List of Articles | Project Atlas to move across the other canonical subject, examination and pathway estates without replacing this page’s ownership.

Explore the connected learning guides

Choose the question that brought you here. Open one useful guide, try a small task, and stop when you have what you need.

Take one question further

The same learning habit can travel across subjects, while each subject keeps its own methods. These routes help you notice a difficulty, understand one part of it, and return to something you can do.

A word is familiar, but using it is difficult.

Move from recognising a word to retrieving it in a new context. Understand vocabulary plateaus.

Try it without the guide: Choose one word you already know. Close the guide and use it in a new sentence. Explain why it fits; try another context tomorrow.

A piece of writing has ideas, but the reader loses the thread.

Make the order of events and the links between sentences clear. Explore composition writing.

Try it without the guide: Choose one short paragraph. Read the relevant explanation, close it, and revise the paragraph. Ask someone to tell you what happened and why.

The Mathematics seems familiar, but marks still disappear.

Find the first point where the working stops being reliable. Find Secondary 4 A-Math mark leakage.

Try it without the guide: For a Secondary 4 A-Math question you have attempted, locate the first uncertain line. Repair that step, then try a comparable question without the worked answer.

A Science fact is remembered, but the explanation is incomplete.

Connect the evidence to a scientific idea and the resulting change. Follow the Primary Science learning route.

Try it without the guide: Choose a familiar Primary Science example. Explain the evidence, the idea and the result without notes. Then change one condition and explain your prediction.

Two accounts of the world seem to disagree.

Check the question, source, date and evidence before combining claims. Explore the World Knowledge research library.

Try it without the guide: Take one claim. Find the source best placed to support it, note its date, and state what remains uncertain. Return to your original question.

There is plenty of help, but independence is hard to see.

Check what the learner can understand and do after support is removed. Understand how education works.

Try it without the guide: Choose one small task the child has practised. Agree on a calm, brief attempt without prompts. Use what happens to choose one next step, then stop.

For the structure behind these connections, read the eduKateSingapore runtime manifest and the eduKate ecosystem boot contract. The reader map describes public navigation; those manifests preserve the wider ownership and return rules.