Environmental systems and societies (ESS) aims to empower and equip students to:

1. develop understanding of their own environmental impact, in the broader context of the impact of

humanity on the Earth and its biosphere

2. develop knowledge of diverse perspectives to address issues of sustainability

3. engage and evaluate the tensions around environmental issues using critical thinking

4. develop a systems approach to provide a holistic lens for the exploration of environmental issues

5. be inspired to engage in environmental issues across local and global contexts.

These assessment objectives (AO) reflect how the aims of the environmental systems and societies (ESS) course will be assessed. The intention is that students, in the context of environmental systems and related issues, can fulfil the following assessment objectives.

AO1: Knowledge and understanding

Demonstrate knowledge and understanding of:

• relevant concepts, theories and perspectives

• data and data manipulation

• methods and models

• relevant case studies and real-world examples.

AO2: Application and analysis

Explain, analyse and develop:

• relevant concepts, theories and perspectives

• data and data interpretation

• methodologies and models

• clear explanations and arguments

• relevant case studies and real-world examples.

AO3: Evaluation and synthesis

Evaluate and synthesize:

• relevant concepts, theories and perspectives

• data, and use it to inform and justify conclusions

• methodologies and models, recognizing their value and limitations

• arguments and proposed solutions to environmental issues

• environmental issues within their political, economic, ethical, social and cultural contexts.

AO4: Use and application of appropriate skills

• Identify an appropriate environmental issue and research question for investigation.

• Select and demonstrate the use of appropriate methodologies and skills to carry out ethical investigations into environmental issues.

The external assessment consists of two written papers and is worth 75% of the final assessment. A calculator is required for both papers. Graphic display calculators (GDCs) are permitted (see the Calculators guidance for examinations booklet published annually on the Programme Resource Centre).

Paper 1

 Duration: 1 hour

 Weighting: 25% 

 Marks: 35 

Students will be provided with a range of data in a variety of forms relating to a specific, previously unseen case study.

Questions will be based on the analysis and evaluation of the data in the case study. 

All questions are compulsory. 

The questions in paper 1 test assessment objectives 1, 2 and 3. 

Paper 2 

Duration: 2 hours

Weighting: 50% 

Marks: 60 

Paper 2 consists of two sections: A and B. 

• Section A (40 marks) is made up of short-answer and data-based questions. 

• Section B (20 marks) requires students to answer one structured essay question from a choice of two. Each question is worth 20 marks. 

• The questions in paper 2 test assessment objectives 1, 2 and 3.

The final part of each essay in paper 2 section B (9 marks) will be marked using markbands. The descriptors of these markbands suggest certain features that may be offered in response. The descriptors outline the kind of elements to look for when deciding on the appropriate markband and the specific mark within that band. The aim is to find the descriptor that conveys most accurately the level attained by the submitted work, using the best-fit model. A best-fit approach means that compensation will be made when a piece of work matches different aspects of a markband at different levels. The mark awarded will be one that most fairly reflects the balance of achievement against the markband. It is not necessary for every single aspect of a level descriptor to be met for that mark to be awarded. 

It is recommended that the markbands be made available to students.

Paper 1

Duration: 2 hours

Weighting: 30%

Marks: 70

 Students will be provided with a range of data in a variety of forms relating to a specific, previously unseen case study.

 Questions will be based on the analysis and evaluation of the data in the case study.

 All questions are compulsory.

 The questions in paper 1 test assessment objectives 1, 2 and 3.

 Paper 2

Duration: 2.5 hours

Weighting: 50%

Marks: 80

Paper 2 consists of two sections: A and B.

• Section A (40 marks) is made up of short-answer and data-based questions.

• Section B (40 marks) requires students to answer two structured essay questions from a choice of three. Each question is worth 20 marks.

• The questions in paper 2 test assessment objectives 1, 2 and 3.

The final part of each essay in paper 2 section B (9 marks) will be marked using markbands. The descriptors of these markbands suggest certain features that may be offered in response. The descriptors outline the kind of elements to look for when deciding on the appropriate markband and the specific mark within that band. The aim is to find the descriptor that conveys most accurately the level attained by the submitted work, using the best-fit model. A best-fit approach means that compensation will be made when a piece of work matches different aspects of a markband at different levels. The mark awarded will be one that most fairly reflects the balance of achievement against the markband. It is not necessary for every single aspect of a level descriptor to be met for that mark to be awarded.

 It is recommended that the markbands be made available to students 

Purpose of internal assessment Internal assessment is an integral part of the course and is compulsory for all students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching and not be a separate activity conducted after a course has been taught. 

The internal assessment task involves the completion of an individual investigation of an ESS research question that has been designed and implemented by the student. The investigation is submitted as a written report. Note: Any investigation that is to be used for internal assessment should be specifically designed by the student to address the assessment criteria. Students must therefore be provided with a copy of the assessment criteria when the requirements of the investigation are explained to them. If a student undertakes an extended essay, it must not be based on the research question of the ESS internal assessment. 

This should include:

 • time for the teacher to explain to students the requirements of the internal assessment 

• time to refer to the IB animal experimentation policy if appropriate 

• time for students to work on the internal assessment component and ask questions 

• time for consultation between the teacher and each student • time to review and monitor progress, and to check authenticity. 

The individual investigation

 SL

 Duration: 10 hours

 Weighting: 25%

HL

Duration: 10 hours

Weighting: 20%

Requirements

 The individual investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question. The requirements are the same for both SL and HL. The individual investigation covers assessment objectives 1, 2, 3 and 4.

 The outcome of the individual investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

 The following are not included in the word count.

 • Charts and diagrams

• Data tables

• Equations, formulae and calculations

 • Citations/references (whether parenthetical, numbered, footnotes or endnotes)

 • Bibliography

• Headers The following details should be stated at the start of the report.

• Title of the investigation

• Candidate's personal code (alphanumeric, for example, xyz123)

• All group members' personal codes (if applicable)

• Number of words There is no requirement to include a cover page or a contents page.    

Internal assessment criteria For internal assessment, the following assessment criteria will be used. 

Levels of performance are described using multiple indicators per level. In many cases the indicators occur together in a specific level, but not always. Also, not all indicators are always present. This means that a candidate can demonstrate performances that fit into different levels. To accommodate this, the IB assessment models use mark bands and advise examiners and teachers to use a best-fit approach in deciding the appropriate mark for a particular criterion. 

This criterion assesses the extent to which the student establishes and explores an environmental issue (either local or global) for an investigation, and develops this issue to state a relevant and focused research question. (Maximum 4 marks) 

This criterion assesses the extent to which students understand how tensions between perspectives can impact the environmental or societal outcomes of a strategy that addresses an issue central to the student’s investigation. (Maximum 4 marks) 

This criterion assesses the extent to which the student has developed an appropriate and repeatable method to collect data that is relevant to the research question. The data could be primary or secondary, qualitative or quantitative. (Maximum 4 marks) 

This criterion assesses the extent to which the student has effectively communicated and processed the data in ways that are relevant to the research question. The student should utilize techniques associated with the appropriate experimental or social science method of inquiry. (Maximum 6 marks) 

This criterion assesses the extent to which the student has interpreted the data in ways that are relevant to the research question. The patterns in the data are highlighted and correctly interpreted to reach a valid conclusion. (Maximum 6 marks) .

This criterion assesses the extent to which the student carries out an evaluation of the investigation. (Maximum 6 marks)