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Case Studies for Environmental Systems and Societies

Welcome to the Revision Village IB Environmental Systems & Societies Case Studies Collection. These Case Studies are designed to support students in their preparation for the IB ESS examinations, in particular for Paper 1. Explore the features and functionalities of this collection to maximise your study experience and enhance your understanding of the curriculum.

On This Page

• The Collection
• Using the Case Studies
• Open Study vs Examination Mode
• Case Study Organisation

What is in the Case Study Collection?

The IB Environmental Systems & Societies Case Study Collection is composed of Paper 1-style Case Studies. Each Case Study presents you with resources about a country or region and a corresponding set of questions. The variety of resources and questions ensures that you have ample opportunity to practice interpreting and analysing data, applying your knowledge to the context presented in the Case Study, and formulating concise and accurate responses for each question type found in Paper 1. The Case Studies are accompanied by written markschemes and a concise sample answer, as well as video explanations that further clarify the content and the best approach to the question. Finally, you can submit your responses for detailed and targeted feedback from Newton AI.

How should the Case Studies be best used?

IB ESS students will benefit from actively practising the type of questions that are on the exams. By reading and analysing the information presented in the Figures and answering the questions they are paired with, you will improve your ability to interpret information and apply your knowledge of Environmental Systems and Societies in previously unseen contexts. You will also learn how to formulate concise and relevant responses to IB ESS questions - supported every step of the way by markschemes, video solutions, and Newton AI.

What is the difference between Open Study and Examination Mode?

A Case Study can be attempted in either Open Study or Examination mode. Open Study mode will allow you to answer each question at your own pace. You can also receive carefully tailored AI feedback and consult the written markscheme and video solution at each step. Alternatively, you might choose to answer all of the questions for the Case Study at once, in Examination Mode. Under this mode, you can tackle questions in any order you wish and go back to change answers before you submit the whole Case Study at once when finished. You can choose to time yourself, using the duration indicated for each Case Study. After completion, you will have access to all markschemes and video solutions, and you will receive AI feedback and an overall 1 - 7 mark on your submitted work. In Examination Mode, your answers will be saved so you can always return to them. In Open Study Mode, you can attempt each question anew.

How are the Case Studies organised? Should I go in order?

The Case Studies are organised by themes taken from the ESS curriculum. There are eight themes in total, four of them relating to the structure and function of nature, four of them relating to the resources humans need and how their use affects the environment. This allows you to choose a Case Study that will give you more practice in a particular area of the curriculum and so better tailor your revision. Note that each Case Study relates to multiple subtopics, even though the focus is on one of the themes. As a result, the order in which you do the Case Studies is entirely dependent on your schedule and preferences. We do, however, recommend that you work through several Case Studies in order to apply your knowledge from across the curriculum.

How long are the Case Studies?

Due to the nature of the IB ESS SL exam, the best practice for Paper 1 is to do an entire Case Study. However, we recognise that IB students have a lot going on, so we have created not only full Case Studies that, with 35 marks and 60 minutes, are the same length as an IB Paper 1, but also designed shorter Case Studies of 18 marks that give you a similar range of practice in 40 minutes.

How hard are the Case Studies?

In order to tailor your revision for Paper 1 we have created Case Studies that are relatively easy, medium or hard. The individual questions in RV ESS Case Studies range in difficulty from easy to hard, as indicated.

• ESS Case Studies
• Created: 12/02/2024 1:19 pm NZDT
• Last updated: 01/03/2024 8:58 pm NZDT

🥳 New ESS SL & HL courses for first examinations May 2026 released! 🚀

IB Environmental Systems and Societies SL - 2025 - Case Studies

These new IB ESS Case Studies have been designed for you to apply your knowledge and understanding of Environmental Systems & Societies in challenging Paper 1-style contexts. Each Case Study provides you with a range of materials about a country or region and a set of questions of varying levels of difficulty. A complete markscheme identifies the ESS concepts and terminology required to achieve the marks and a sample answer allows you to see how this could be compiled into a good response. The Case Studies are organised into themes taken from the Environmental Systems and Societies SL concepts: four themes focusing on nature and four on humans. All the Case Studies are written in a Paper 1-style; our team of experienced IB ESS teachers and examiners have created both full-length and shorter examples as well as three levels of difficulty to suit a range of revision needs.

How do I use this resource?

Structure and function of nature and its conservation.

Human populations and their needs, with a look at how this affects our planet.

Biodiversity & Conservation

A full-length case study about a national park, fishing, ecotourism and water pollution.

A half-length case study about the protection of coral reefs and the tragedy of the commons. Appropriate for students early in the course who have covered biodiversity.

A full-length case study about population interactions and conservation of mangroves, tigers and elephants.

A half-length case study about food webs, productivity and wildfires.

Soil, Water, and Atmosphere

Amazon & Sahara

A full-length case study about soil, valuation of resources, productivity, deforestation and the demographic transition model.

A full-length case study about the Humboldt Current, guano, and anchovy fisheries.

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More IB ESS SL - 2025 Resources

Questionbank.

All the questions you could need! Sorted by topic and arranged by difficulty, with mark schemes and video solutions for every question.

Case Studies

Original Case Studies to train the skills in analysing and evaluating data that you need for Paper 1.

Practice Exams

Choose your revision tool! Contains topic quizzes for focused study, Revision Village mock exams covering the whole syllabus, and the revision ladder to precisely target your learning.

Past Papers

Full worked solutions to all past paper questions, taught by experienced IB instructors.

Environmental Systems & Societies

Topic notes, topic 1 notes (made by abbie#1546).

Topic 2 & 3 Notes (made by jv#0180)

Topics 1-4 Summary Presentations

Topics 1-4 Crash Course Lectures (Audio)

https://drive.google.com/open?id=1E-p0t4cA-xHp828DG9nTjJwHQTMDAr5M

Topics 5-8 Summary Presentations

Topics 5-8 Crash Course Lectures (Audio)

https://drive.google.com/open?id=1uJACoCAxixMQ6e98nhEGKPwQaLQiBnPr

Exam Resources

Last minute exam tips (p1/2), case studies masterlist, exemplar paper 2 section b responses, paper 1 past paper breakdown, ia resources, ia report template (sectioned based off rubric), m18 ia examiner subject report.

https://drive.google.com/drive/folders/1EtyzOroCDRfk3aFbRUVpdpEieS2wY6Qd

IB IA Website (marked examples, assessment criteria)

https://ibpublishing.ibo.org/ess/apps/dpapp/index.html?doc=d_4_ecoso_gui_1505_1_e&part=1&chapter=1

General Resources

Ess syllabus & subject guide.

Useful Websites

Mr G's Science - https://www.mrgscience.com/ibdp-environmental-systems-and-societies.html

Bozeman Science (AP Enviro Sci Lectures, some relevant crossover to ESS) - https://www.youtube.com/watch?v=LE9KTG9PFho&list=PLllVwaZQkS2qK4Z6xBVDRak8an1-kqsgm

Applications & Skills - everything you need to be able to do, not just content

M18 grade boundaries.

Important Command Terms

Please note a full ESS Guide (similar to the Langlit Guide ) is currently in the works!

It will include:

Complete summary notes for Topics 1-8

In depth Paper 1 & 2 guidance

Essay writing strategies

...and more

All notes & original resources are made and provided by jv#1080.

IB Environmental Systems and Societies (ESS): A Complete Guide

Charles Whitehouse

Welcome to our comprehensive guide on IB Environmental Systems and Societies (ESS). As an engaging and insightful course, ESS explores the intricate connections between environmental systems and global societies, fostering a profound understanding of the contemporary world we inhabit. From grasping complex scientific principles to scrutinising societal responses to environmental issues, ESS equips you with essential knowledge and a multi-disciplinary perspective. Whether you're on the brink of choosing your IB subjects, or merely seeking more insight into this intriguing discipline, we've compiled this guide to offer you an in-depth look at what to expect from the course, how it's structured, assessed, and how to excel in it. Ready to dive in? Let's get started!

Why study IB Environmental Systems and Societies?

Studying Environmental Systems and Societies (ESS) at the International Baccalaureate (IB) level holds a myriad of benefits for students who have an innate interest in our planet's health and future. ESS encourages students to gain a deep understanding of the environment from both a scientific and socio-political perspective, which is increasingly crucial in our modern, interconnected world.

According to UNESCO, there's a critical need to promote environmental awareness in young people. Research suggests that education is a vital tool in fostering sustainable behaviours and attitudes, and IB ESS is aligned perfectly to this need.

Additionally, a study conducted by Cambridge showed that IB students, particularly those studying ESS, were notably more likely to pursue environmental science or related degrees at university, compared to students of other programmes. It is also worth noting that the ESS course provides a holistic understanding of many of today's pressing issues such as climate change, biodiversity loss, and resource depletion, making it an important subject for the leaders of tomorrow.

Lastly, from an employability standpoint, there's a growing demand for environmental professionals. The UK's National Careers Service projects a 9% growth in Environmental Science jobs between 2020 and 2030, and students with an IB ESS background would have a solid foundation for such roles.

So, if you're driven by a desire to understand and potentially solve the complex environmental issues of our time, the IB ESS course might just be the perfect fit for you.

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Is Environmental Systems and Societies hard?

How difficult one finds IB Environmental Systems and Societies (ESS) is largely subjective, as it depends on individual interests, prior knowledge, and the effort put into studying. It's worth noting, however, that ESS is a unique subject within the IB curriculum, being inherently interdisciplinary, integrating both the sciences and social sciences.

Data from the International Baccalaureate Organization indicates that the average score for ESS was 4.48 out of 7 in the November 2021 examination session. This places ESS somewhere in the middle in terms of scoring when compared to other IB subjects. However, it's important to consider that ESS tends to be less content-heavy than subjects like Biology or History, which may account for the slightly higher average.

Academically, ESS is considered as an SL (standard level) subject, which means it may not delve as deeply into certain topics as HL (higher level) subjects would. However, the course content is wide-ranging, covering various topics from ecology and climate science to environmental policy and ethics.

What sets ESS apart, and can make it challenging for some, is its emphasis on critical thinking and interdisciplinary understanding. The course requires you to constantly make links between environmental systems and societies, and this can be challenging if you're more accustomed to subjects with clearly defined boundaries.

However, if you have a genuine interest in understanding the environment and human interaction with it, then you might find ESS not just manageable, but truly fascinating.

Sarah Jones was a top scorer in IB ESS, 2021 and this was her experience:

"Studying IB Environmental Systems and Societies was an enriching and enlightening experience for me. It deepened my understanding of our planet and the intricate systems that maintain its equilibrium. ESS challenged me to apply my learning to real-world issues and made me more aware of my responsibility as a global citizen. I gained a broad skill set, including critical analysis, data interpretation, and report writing, which has been invaluable in my university studies. The course was demanding, but the dedicated teaching and comprehensive resources provided made it manageable and ultimately very rewarding."

Below is an overview of the grade obtained in 2021 for ESS:

IB ESS grade distributions in 2021

The IB Environmental Systems and Societies syllabus

The IB Environmental Systems and Societies (ESS) syllabus is divided into seven topics, each designed to provide students with a well-rounded understanding of the interplay between the environment and societies.

1. Foundation of Environmental Systems and Societies: The course begins with an introduction to the ESS systems approach and the ecosystem theory. Students learn about the concept of a system, its models, and flows.

2. Ecosystems and Ecology: This topic covers the study of species, communities, ecosystems, and the critical principles of ecology.

3. Biodiversity and Conservation: In this section, students will explore the value of biodiversity and the issues surrounding its conservation.

4. Water, Food Production Systems and Society: This part of the syllabus tackles the crucial resources we rely on for survival, their production systems, and the impact on society.

5. Soil Systems and Terrestrial Food Production Systems and Society: Students examine soil systems, the role they play in food production, and the related societal issues.

6. Atmospheric Systems and Society: This topic is centred on the study of the atmosphere, climate change, and how society is impacted and responds.

7. Human Systems and Resource Use: The course concludes with a thorough study of resource use, its environmental impacts, and the exploration of potential solutions.

Each topic is interrelated, mirroring the interconnectedness of environmental issues in the real world. With such a comprehensive syllabus, students of ESS are exposed to an array of environmental topics that span across natural and social sciences, enabling a holistic approach to environmental understanding and problem-solving.

Have a look at our comprehensive set of IB ESS Study Notes and IB ESS Questions , developed by expert IB teachers and examiners!

How does subject selection work with Environmental Systems and Societies?

Selecting subjects in the IB Diploma Programme is a strategic process, and understanding how Environmental Systems and Societies (ESS) fits into this framework is crucial. ESS is distinctive within the IB curriculum as it’s an interdisciplinary subject , bridging both Group 3 (Individuals and Societies) and Group 4 (Sciences) in the subject groups.

Therefore, ESS provides students with the unique flexibility to fulfil a requirement in either of these groups. For instance, if you're keen on studying History (a Group 3 subject) and also wish to take two science courses (Group 4), you could opt for ESS as it's considered a science and would allow you to maintain that balance.

It's essential to note that ESS is only offered at standard level (SL), not higher level (HL). Hence, if you're looking to study an environmental-related course at university, you may want to supplement ESS with a related higher-level subject, like Biology or Geography, to demonstrate the depth of your study.

Remember, subject choice should align with your higher education aspirations and personal interests. It’s always a good idea to consult with your IB coordinator or careers counsellor when finalising your selection, to ensure it serves both your short and long-term academic goals.

Understanding the IB Environmental Systems and Societies grading system

The grading for IB Environmental Systems and Societies (ESS) , like other IB subjects, is done on a scale of 1 to 7, with 7 being the highest achievable score. The overall grade is calculated based on both external and internal assessments.

External assessments account for 75% of the final grade. This includes two papers: Paper 1 (50%) is based on the core factual content and involves short-answer and data-based questions. Paper 2 (25%) assesses the extension topics, containing short-answer questions and an essay question.

The remaining 25% of the grade is determined by the internal assessment (IA). This component involves a practical project, where students have to design and conduct an original field investigation. This investigation is then written up as a report, and it's a chance for students to demonstrate practical research skills and a deep understanding of an environmental issue that interests them.

Each of these components is marked using IB-specific criteria, which focus not just on factual recall but also understanding, application, and critical thinking skills. Therefore, preparing for ESS involves a mix of understanding the theoretical content, refining exam techniques, and honing practical research skills.

IB Environmental Systems and Societies exam format

The IB Environmental Systems and Societies (ESS) external assessment comprises two written papers, making up 75% of the final grade.

Paper 1 contributes to 50% of the final grade. It has two sections, A and B. Section A consists of several short-answer questions, each focusing on the core factual content from the syllabus. Section B presents students with a choice of two structured essay questions, again based on core content.

Paper 2 makes up the remaining 25% of the external assessment. It contains three structured questions based on the extension material in the syllabus. Each question has short-answer questions and one extended-response question.

These papers evaluate the students' ability to demonstrate knowledge and understanding of the syllabus content, apply this knowledge to new situations, formulate, analyse and evaluate hypotheses, research questions and predictions, and present and communicate findings and reasoned arguments effectively.

It's vital to approach these papers with a deep understanding of the syllabus content, strong analytical skills, and a solid strategy for time management.

What is a good IB Environmental Systems and Societies score?

The International Baccalaureate (IB) grades students on a scale of 1 to 7, with 7 being the highest score achievable. In terms of IB Environmental Systems and Societies (ESS), a "good" score is often considered to be 6 or 7, aligning with the higher end of the grading spectrum.

However, it's worth noting that the perception of what constitutes a "good" score can vary, depending on a student's academic aspirations and universities' entry requirements. For instance, if you're looking to study an environmentally-related course at university, a score of 6 or 7 in ESS could help demonstrate your commitment and understanding of the subject.

According to the May 2022 IB statistical bulletin , the mean grade for ESS was 4.47, while in the November 2022 session, the mean grade was 4.12. So, scoring above this average would be seen as performing relatively well. Nonetheless, the most important factor is to aim for a score that fulfils your university entry requirements and aligns with your personal academic goals.

Remember, while achieving a high score is significant, the real value of studying ESS lies in the knowledge, skills, and understanding that you gain about the intricate relationship between environmental systems and human societies.

How to revise and get a 7 in IB Environmental Systems and Societies?

Securing a high score in IB Environmental Systems and Societies (ESS) involves strategic revision and a deep understanding of the subject's interdisciplinary nature. Here are a few tips on how to revise effectively for ESS:

Understand the syllabus: The ESS syllabus is structured around several core topics and extension material. Familiarising yourself with the syllabus can help guide your revision and ensure you cover all necessary areas.

Practice Past Papers: The IB provides past papers and mark schemes. Regularly practicing these can familiarise you with the format, style of questions, and improve your time management skills.

Master the Key Concepts: ESS involves several critical theories and models. Understanding these, and their real-world applications, can significantly boost your exam performance.

Prepare for Internal Assessment: The ESS IA is an original field investigation, accounting for 25% of the final score. A high-quality IA can bolster your final grade, so choose your research question wisely and dedicate sufficient time to carry out the investigation.

Study from Various Resources: Use textbooks, online resources, and revision guides to vary your study material. Websites such as IB Guides offer useful resources to complement your revision.

Seek support: Collaborate with classmates, form study groups, or seek guidance from your teacher or IB ESS tutor . Exploring different perspectives and discussing challenging topics can enhance your learning experience.

Remember, achieving a high score not only requires knowledge but also the ability to apply, analyse, and evaluate that knowledge effectively. Consistent and smart revision, coupled with a keen interest in the subject, will put you on the right path to securing a 7 in ESS.

Overview of IB Environmental Systems and Societies internal assessment

The Internal Assessment (IA) is a significant component of the IB Environmental Systems and Societies (ESS) course, contributing 25% towards the final grade. The ESS IA involves conducting an individual investigation of a chosen environmental issue or topic. This project gives students the opportunity to demonstrate the application of their skills and knowledge in a practical context.

The IA must be an original piece of work conducted over 10 hours, with a final report length of 1,500 to 2,250 words. The report is expected to outline the issue under investigation, provide a methodological approach, present collected data, and analyse and evaluate these findings.

A successful ESS IA should demonstrate a clear understanding of the environmental issue investigated, the ability to formulate a focused research question, and employ relevant research methodologies. It should also exhibit the student's ability to critically analyse data and draw valid conclusions.

Moreover, ethical considerations are an integral part of any IA. Students must ensure their investigations do not harm the environment and that any interactions with living organisms are carried out ethically.

Finally, it's recommended to seek regular feedback from your teacher to ensure you're on track and meeting the necessary criteria.

Top resources for IB Environmental Systems and Societies preparation

Preparing for the IB Environmental Systems and Societies (ESS) course requires quality resources that cover the broad and interdisciplinary nature of the syllabus. Here are some top resources to aid your ESS preparation:

Official IB ESS Guide : The official guide by the IB provides a comprehensive overview of the syllabus, assessment components, and grading criteria. It should be your primary reference throughout the course.

IB ESS Textbooks : Textbooks like 'Environmental Systems and Societies for the IB Diploma' by Paul Guinness and Brenda Walpole cover the complete syllabus with real-world case studies.

Revision Guides : Guides such as 'Oxford IB Diploma Programme: Environmental Systems and Societies Study Guide' are excellent for focused revision, offering condensed summaries of the syllabus content.

Online Platforms : Websites such as IB Guides provide detailed subject-specific resources, including topic notes, practice questions, and revision strategies.

Past Papers and Mark Schemes : Regularly practicing past papers can help familiarise yourself with exam structure and question types.

ESS Teachers and Study Groups : Engage actively in class discussions and make full use of your teacher's expertise. Additionally, forming study groups with classmates can enhance your understanding of complex topics.

Remember, the key to effective preparation lies in understanding and applying concepts rather than rote memorisation. Utilise these resources to gain a comprehensive understanding of the subject matter and refine your critical thinking skills.

Exploring career opportunities with IB Environmental Systems and Societies

The interdisciplinary nature of IB Environmental Systems and Societies (ESS) opens up a broad spectrum of career opportunities. ESS equips students with a comprehensive understanding of the environment, along with critical thinking and analytical skills, making it an excellent foundation for a range of careers in the environmental sector and beyond.

Environmental Consultancy : With a strong grounding in environmental science, graduates can advise businesses on environmental policies and corporate sustainability.

Conservationist : The knowledge and skills acquired in ESS are well suited for a career in wildlife conservation.

Environmental Education : Students with a passion for sharing their knowledge and promoting environmental awareness might consider a career in education, teaching the next generation about sustainability and environmental stewardship.

Sustainable Development : ESS graduates can contribute to the planning and implementation of sustainable development projects, ensuring that economic progress does not come at the expense of the environment.

Public Policy : ESS students, with their grasp of environmental issues and solutions, are well-positioned to influence public policy, working within government agencies or non-governmental organisations.

Research : The research skills developed in ESS can lead to a career in environmental research, contributing to scientific understanding of environmental systems and how they can be protected.

It's important to note that further study at the university level is often necessary to pursue these career paths. However, ESS provides a strong basis for further study in fields such as environmental science, ecology, conservation biology, environmental law, and many others. Whatever career you pursue, the skills and knowledge gained from ESS will equip you to contribute positively to environmental sustainability.

In conclusion, the IB Environmental Systems and Societies (ESS) course is an excellent choice for students with a keen interest in the environment and sustainability. The course not only offers a broad interdisciplinary understanding of environmental systems but also enhances vital skills such as critical thinking and research. Including IB tutoring can provide tailored support, helping to deepen understanding and application of the course material. Studying ESS prepares students for an array of rewarding careers, from environmental consultancy to public policy. As environmental concerns increasingly shape our future, ESS offers valuable insights and tools to address these challenges. Regardless of the path you choose, the knowledge and skills acquired from ESS will equip you to contribute positively to environmental sustainability.

How long does the ESS course take to complete?

The International Baccalaureate (IB) ESS course runs parallel to the duration of the IB Diploma Programme, typically taking two years. This is because ESS is intended to be studied in depth, addressing a wide range of interconnected environmental issues, which require time for students to fully understand and appreciate.

What is the structure of the ESS internal assessment?

The ESS internal assessment (IA) is a significant part of the course, contributing 25% towards the final score. Students are expected to conduct their own investigation, focusing on a topic of personal interest related to environmental systems and societies. This investigation should be presented in the form of a written report, which should include a clear statement of task, data collection, analysis, conclusion, and evaluation.

What topics are covered in the ESS course?

The ESS course covers a diverse range of topics, providing a comprehensive understanding of the environment from both a scientific and societal perspective. Students delve into ecosystems and ecology, biodiversity, conservation, atmospheric systems and climate change, soil systems and terrestrial food production, aquatic systems, resource use, and energy production, among others. Each topic is designed to help students understand the complexities of environmental issues and how they relate to society.

Can ESS count as a science subject in the IB diploma?

Yes, ESS is considered an interdisciplinary course that can count as a science (Group 4) subject within the IB Diploma Programme. It's designed to combine the methodologies and techniques of both social and natural sciences, offering a holistic view of environmental issues.

How many hours of study per week does ESS require?

While individual learning pace may vary, on average, students can expect to dedicate around 3-5 hours per week on ESS. This includes classroom learning, personal study, homework, and preparation for assessments. It's essential for students to consistently engage with the subject matter for a thorough understanding.

Is there any fieldwork required in the ESS course?

Yes, practical activities, including fieldwork, form an integral part of the ESS course. These activities form the basis of the Practical Scheme of Work (PSOW), contributing to the internal assessment. Fieldwork allows students to apply theoretical knowledge to real-world situations, enhancing their understanding of environmental systems and societies.

What are some common challenges students face in ESS?

The ESS course's interdisciplinary nature could pose a challenge for some students, as it requires understanding and integrating concepts from both social and natural sciences. Additionally, students might find the internal assessment demanding as it requires independent research, data collection and analysis, and report writing. Being successful in ESS requires consistent effort, critical thinking, and problem-solving skills.

How does ESS relate to other subjects in the IB curriculum?

ESS has a unique position within the IB curriculum due to its interdisciplinary nature. It bridges the gap between Group 3 (Individuals and Societies) and Group 4 (Sciences), connecting well with subjects like Geography, Biology, and Business Management. It provides a broader context for understanding environmental issues, encouraging students to draw connections between their ESS studies and other subjects.

What is the role of the ESS teacher?

The ESS teacher plays a crucial role in guiding students through the complex world of environmental systems and societies. They are responsible for delivering the curriculum, facilitating classroom discussions, assisting students with their internal assessments, and preparing them for the final examination. The teacher's role extends beyond knowledge transmission to fostering critical thinking and developing research skills.

Are there any prerequisites for taking ESS?

There are no specific prerequisites for ESS in the IB curriculum. However, having a solid foundation in basic science can be helpful due to the course's scientific components. Above all, a genuine interest in environmental issues and a willingness to engage with complex, real-world problems are crucial for success in ESS.

What skills can I gain from studying ESS?

ESS equips students with a range of skills. The interdisciplinary nature of the course encourages critical thinking and the ability to view issues from multiple perspectives. The internal assessment develops research and data analysis skills, while the emphasis on real-world issues fosters problem-solving abilities. Furthermore, ESS nurtures an ethical and global mindset, empowering students to become informed and active participants in addressing environmental challenges.

How is the ESS course assessed?

The ESS course is assessed through a combination of internal and external assessments. The Internal Assessment, a student-conducted investigation, contributes 25% to the final grade. The remaining 75% comes from two externally assessed papers. Paper 1, which accounts for 30%, consists of short-answer and data-based questions. Paper 2, making up the remaining 45%, includes short-answer and extended-response questions based on the core material and the option chosen by the school.

Can ESS be beneficial for university applications?

Absolutely, studying ESS can be a strong advantage for university applications, particularly for those interested in environmental science, sustainable development, conservation biology, and related fields. Universities value the holistic, interdisciplinary approach of ESS, as well as the research and critical thinking skills it cultivates. Moreover, ESS demonstrates a commitment to global issues, a trait many universities appreciate.

What resources are available for ESS preparation?

A variety of resources are available for ESS preparation. Apart from the prescribed textbooks, you can use online resources like the IBO website , revision websites, forums dedicated to ESS or make use of an IB ESS tutor . Educational platforms such as Khan Academy may also be useful. Moreover, past exam papers provide valuable practice in answering exam-style questions. Remember, the key to mastering ESS is consistent and engaged learning.

Is ESS offered in SL and HL?

ESS is currently only offered in one standard. From 2024, it will be launched in both SL and HL with the first assessment taking place in May 2026.

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Written by: Charles Whitehouse

Charles scored 45/45 on the International Baccalaureate and has six years' experience tutoring IB and IGCSE students and advising them with their university applications. He studied a double integrated Masters at Magdalen College Oxford and has worked as a research scientist and strategy consultant.

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Study Guide for ESS

TOPIC 1: FOUNDATIONS OF ENVIRONMENTAL SYSTEMS & SOCIETIES

TOPIC 1.1: ENVIRONMENTAL VALUE SYSTEMS 

TOPIC 1.3: ENERGY AND EQUILIBRIA

TOPIC 1.4 : SUSTAINABILITY CASE STUDY  

TOPIC 2: ECOSYSTEMS AND ECOLOGY

TOPIC 2.1: SPECIES AND POPULATIONS

TOPIC 2.4: BIOMES, ZONATION, AND SUCCESSION

TOPIC 2.2: COMMUNITIES AND ECOSYSTEMS

TOPIC 2.5: INVESTIGATING ECOSYSTEMS

TOPIC 3: BIODIVERSITY AND CONSERVATION

TOPIC 3.1: INTRODUCTION TO BIODIVERSITY

TOPIC 3.3 THREATS TO BIODIVERSITY CASE STUDY

TOPIC 3.2: ORIGINS OF BIODIVERSITY

TOPIC 3.4: CONSERVATION OF BIODIVERSITY

TOPIC 4: WATER AND AQUATIC FOOD PRODUCTION SYSTEMS AND SOCIETY

TOPIC 4.2: ACCESS TO FRESH WATER

TOPIC4.3: AQUATIC FOOD PRODUCTION SYSTEMS

TOPIC 4.4: WATER POLLUTION

TOPIC 5: SOIL SYSTEMS AND TERRESTRIAL FOOD PRODUCTION SYSTEMS AND SOCIETY

TOPIC 5.2: TERRESTRIAL FOOD PRODUCTION

SYSTEMS AND FOOD CHOICES

TOPIC 5.3: SOIL DEGRADATION AND CONSERVATION

TOPIC 6: ATMOSPHERIC SYSTEMS AND SOCIETY       

TOPIC 6.2: STRATOSPHERIC OZONE  

TOPIC 6.3: PHOTOCHEMICAL SMOG 

TOPIC 7: CLIMATE CHANGE AND ENERGY PRODUCTION

TOPIC 7: ENERGY CHOICES AND SECURITY

​ TOPIC 7.3: CLIMATE CHANGE – MITIGATION AND ADAPTATION

TOPIC 8: HUMAN SYSTEMS AND RESOURCES 

TOPIC 8.1: HUMAN POPULATIONS DYNAMICS 

TOPIC 8.3: SOLID DOMESTIC WASTE

TOPIC 8.2: RESOURCE USE IN SOCIETY

TOPIC 8.4 HUMAN POPULATION CARRYING CAPACITY

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New dp environmental systems & societies (ess): what to expect.

ESS is Now Available at Higher Level (HL)

After being a standard level subject choice since 2017, taken by 19,991 candidates in May 2023, ESS will now be offered at higher level (HL). This remains an interdisciplinary subject available either as a Group 3, Individuals and Societies, or Group 4, Sciences. This HL option allows real-life contexts to be effectively explored using the additional time and detail. The world is facing climate change, shifting weather patterns, geo-political conflicts, acute crises of resources, the age of artificial intelligence (AI), and many more challenges. Education must prepare young minds to take on these challenges and opportunities. The new opportunity of HL will enforce a pedagogy that is sustainability and solution-centred and provide opportunities for students to develop the much-needed systems thinking.

The three ESS Concepts forming the foundation of the new course are:

• Sustainability
• Perspectives

In ESS, students examine diverse examples of local and global significance to gain a deeper, more meaningful understanding of the situations. This would also work with perspectives , people (societies), and economics as real-life lenses under which to examine situations, providing an authentic way for students to learn.

Unpacking the abstract idea of ‘ systems ’ with students also allows them to naturally look for patterns, connections, and the surrounding issues. When students look at the actions of various stakeholders involved in a ‘system’, the actions can sometimes be counteractive or produce marked change, and they learn from those actions. These actions could be a result of different perspectives (personal and shared experiences). Introducing examples with varied perspectives that challenge functioning systems will be an important teaching technique.

A welcome change in the new ESS guide is the introduction of guiding questions. The IB pedagogical method has a very strong affinity towards inquiry. The process of asking and forming questions is a particularly fun way to learn. Let us attempt to develop similar curiosity in the minds of students. Students ask one very central question in the learning process – “What’s in it for me?” or “Why am I doing this?” These questions are very relevant to an educator so let’s encourage students to use the same inquiry into ‘questions that matter.’ The guiding questions can be utilised either as class openers or as teaching questions to bring meaningful challenges to the classroom.

DOWNLOAD DP ENVIRONMENTAL SYSTEMS & SOCIETIES (ESS) SYLLABUS MAP

Highlights of the ESS New Guide, First Teaching 2024, First Assessment 2026

The new guide requires students to critically engage with environmental topics and explore them holistically. The course urges students to engage with various stakeholder perspectives when learning about local or global issues and wants students to develop their own informed perspectives. When students engage in learning about various perspectives and worldviews, they will hopefully learn to appreciate the tensions and dilemmas that each socio-geopolitical-environmental issue presents. The complex nature of some of these issues can also engage students’ emotions to help them seek a more authentic and nuanced understanding of the world around them. Students should be engaged in interdisciplinary thinking by using various local or global case studies to develop skills of great significance.

Teaching this new course will require careful deliberation and planning from the start to achieve maximum outcomes for the students both within and beyond the course. Learn more about this in our upcoming webinar .

Syllabus Overview and Possibilities with Time Available

Teaching HL Course

The new ESS course, including the HL topics, adds a deeper value to understanding the depth and breadth of the sustainability challenges that the world faces. It also forces students and educators to think differently and look at world environmental problems with great subjectivity and nuance. Students need to understand that solutions to environmental problems are both complex and challenging to implement. Some societies could adapt easily to these whilst others may not. The examples suggested in the course are very relevant, yet teachers are encouraged to also look for local examples that may arouse student interest to work with the problem more intuitively. If both SL and HL students are timetabled together it allows greater student numbers that promotes collaborative working on case studies and encourages a cooperative learning environment.

Practical Scheme of Work (PSOW)

If, as an ESS teacher, you have a well-established PSOW for the previous course, then you may continue to use this in the future. There are, however, enhanced opportunities for surveys and secondary databases through the HL lens that offer a wider opportunity for students inclined to a social sciences approach. Citizen sciences and data collection are becoming increasingly important methods in ecology and diversity mapping, and students can be exposed to citizen science databases to allow them to develop investigations. Since 30 hours are available to develop the skills to succeed in ESS, it is highly recommended that teachers plan science-based lab experiences, EVS surveys, secondary database labs, and a class cohort-based survey. These experiences can have a variety of foci; options include a standalone design experiment, data processing and presentation or a lab for learning about evaluation.

Involvement with Collaborative Science Projects (CSP)

With the inclusive and purposeful nature of the new CSP guide , the CSP can now use a variety of approaches. My preferred approach is a long-term school engagement with a focus on sustainability and the environment, which builds to fulfil CAS requirements. The CSP can be a one- or two-day intensive exercise allowing ESS students to collaborate with other scientists to share learning and skills. The CSP also has the potential to impact the school’s long-term sustainability plan. Both the new ESS and CSP guides reflect the progressive strides that the IB is taking and the IB’s encouragement of schools to consider sustainability.

Note: All ESS students are now required to undertake a CSP including DP certificate candidates with ESS in Group 3.

Assessment Overview

Standard Level

Higher Level

The two ESS exam papers share the same basic pattern as previously.

Paper 1 is based on a case study (resource booklet) and students answer questions based on the unseen case study.

Paper 2 is a structured exam, with Section A comprising more structured and data-based questions while Section B contains questions that demand extended responses.

One difference is that Paper 1 HL is worth 70 marks with 30% weighting while the internal assessment (IA) is worth 20%. The same IA is worth 25% weighting at SL. This is due to the extra content that HL students are required to study.

Internal Assessment Criteria

Both SL & HL will use the same IA criteria with 30 raw marks available, however, the SL course has 25% weighting whereas the IA has a 20% weighting in the HL course.

Whilst most of the criteria listed above are similar to any scientific investigation, the new course introduces the ‘strategy’ criterion, which emphasises the importance of the tension that exists with environmental issues, and the student is required to have a nuanced understanding of the environmental issue or context that they investigate for the IA.

Further Support

The IB has already released the subject guide on the IB Programme Resource Center (PRC) and has released the teacher support material (TSM) page . The first round of IB workshops for the new ESS course will start from April onwards. Don’t miss out on the ManageBac webinar covering the basics of unpacking the new ESS course.

Exploring the New Environmental Systems and Societies Guide in DP

Register Now

About The Author

Sumit Nair IB Educator

Sumit is an IB Educator who leads workshops for MYP, ESS, Biology, TOK, and ATLs. He is an experienced IB coordinator who holds two Master’s degrees – an MSc in Biotechnology and an MSc in Sustainable Development. He has extensive experience in DP assessment as a marker and examination team leader for the DP ESS. He is passionate about developing and implementing concept-based curricula and instructions. He strongly advocates the importance of interdisciplinary teaching and learning to help students acquire authentic learning experiences that they can apply in the real-world context. He is the ESS Subject Leader for ManageBac.

Website by Zoe Badcock, Laura Hamilton & Lisa Horsington

Updated 4 September 2024

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• ESS 2015 (First Exams 2017)

Paper 1 relies on a resource booklet. The paper is one hour long (plus 5 minutes reading time) and contains 35 marks. It is worth 25% of the final grade for ESS. The Resource Booklet provides students with a range of data in a variety of forms.In order to help students become familiar with this assessment, you can have your class design their own Resource Booklet and questions. To provide structure, I give students the...

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IB Environmental Systems & Societies (ESS)

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HL IB Environmental Systems & Societies (ESS)

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Environmental systems and societies updates

This page contains the latest updates on the Diploma Programme (DP) environmental systems and societies course.

The new DP environmental systems and societies course will be launched in February 2024 for first teaching in August 2024. First assessment will take place in May 2026. 

Below you will find an overview of the course updates. For a technical breakdown of the DP curriculum and assessment methods for this course, read the environmental systems and societies (ESS) subject brief (SL & HL) . 

Overview of the new course 

Environmental systems and societies (ESS) is an interdisciplinary course that combines a mixture of methodologies, techniques and knowledge associated with both the sciences and individuals and societies. Starting in 2024, it will be offered at both standard level (SL) and higher level (HL).  

ESS is a complex and contemporary course that engages students in the challenges of 21st century environmental issues. It requires students to develop a diverse set of skills, knowledge and understanding from different disciplines. Students develop a scientific approach through explorations of environmental systems. They also acquire understandings and methods from Individuals and societies in social, cultural, economic, political and ethical contexts of sustainability issues.  

The interdisciplinary nature of the course means students produce a synthesis of understanding from the various topics studied. It also emphasizes the ability to perform research and investigations and to participate in philosophical, ethical and pragmatic discussions of the issues involved from the local through to the global level.  

The ESS framework 

The ESS curriculum includes three unifying concepts that are revisited throughout the course: 

• perspectives
• sustainability.

Perspectives allow students to develop deeper understandings of worldviews and individual perspectives on environmental issues. Systems theory allows students to apply holistic analysis and understand the mechanics and purpose of human constructed systems and the function of natural ones.  The concept of sustainability is also central to ESS. Resource management issues are pivotal to sustainability, and students’ attention is drawn to this throughout the course.    

In addition, the syllabus is organized around seven topics, giving students the understandings required to engage with a wide range of environmental issues. These include additional material, providing HL students more opportunity to understand and address these issues with greater breadth and depth. 

HL students will engage with all SL and HL understandings through three HL-specific lenses:  

• environmental law  environmental and ecological economics  environmental ethics.  

This will allow HL students to develop a comprehensive and insightful understanding of environmental issues and the complexities in addressing them.  

Greater emphasis on skill development 

The practical and inquiry-based nature of the subject is emphasized by the inclusion of a skills section at the end of each sub-topic that connects with ‘Skills in the study of environmental systems and societies’, found within the guide. The skills are framed by the approaches to learning skills and categorized into different aspects, including inquiry skills and techniques appropriate at this level of study.  

Experimental programme 

Practical work .

Practical work continues to be a central aspect of the DP ESS course. Teachers are encouraged to develop a practical scheme of work that allows students to gain a deeper understanding of the subject content and associated concepts and that provides opportunities to develop a wide range of skills. The practical scheme of work should be broad and balanced to give students the opportunity to experience a wide range of tasks, from closed to open inquiry, and from hands-on experimentation through to the use of cartographic analysis, surveys and questionnaires.  

Collaborative sciences project  

The collaborative sciences project is an interdisciplinary sciences project that addresses real-world problems using student knowledge from the range of subjects studied across both the sciences group and ESS.  

Through this project students will:  

• integrate factual, procedural and conceptual knowledge developed through the study of the ESS
• apply their collective understanding to develop solution-focused strategies that address an environmental issue
• develop an understanding of how interrelated systems, mechanisms and processes impact a problem
• evaluate and reflect on the inherent complexity of solving real-world problems
• develop an understanding of the extent of global interconnectedness between regional, national, and local communities
• be empowered to become active and engaged citizens of the world
• gain appreciation of collective action and international cooperation
• strengthen their approaches to learning skills, including teambuilding, negotiation and leadership.

The collaborative sciences project provides an excellent opportunity for students to work with students taking other DP sciences courses, either in their own school or from other IB World Schools. 

Changes to the assessment model 

External assessment .

The external assessment for SL and HL comprises two papers. Paper 1 comprises a resource booklet that presents data in a variety of forms as they relate to a previously unseen case study and a question paper that contains questions based on the analysis and evaluation of the data. Paper 2 is made up of short answer and data-based questions with an additional section asking structured essay questions.  

The assessment model for HL will be similar with an expanded model that reflects the greater amount of content. Questions will require students to demonstrate additional insights connected with the HL lenses: environmental law, environmental and ecological economics, environmental ethics. 

Internal assessment 

The ‘individual investigation’ (internal assessment) will also see a change, with the opportunity for students to collaborate and support each other within small groups. Where appropriate, students will be able to share similar methodologies, provided that the independent or dependent variable differ, and the qualitative or quantitative data collected is unique to each student.  

An additional criterion has also been introduced requiring students to explore tensions that exist between perspectives. They are asked to describe and explain how these perspectives impact the environmental or societal outcomes of a strategy, addressing an issue central to the student’s investigation. 

Students will continue to submit an individual report with a maximum word count of 3,000 words.