Environmental Systems and Societies: A new beginning

Environmental Systems and Societies (ESS) has always been a course that has broken new ground. Let's take a look at how it has done this over the years.

ESS: A brief history

Environmental Systems and Societies (ESS) has always been a course that has broken new ground. It began life as Environmental Systems, where it was firmly in the Group 4 family of IB subjects, but not always entirely comfortable with the restrictions that this placed on the course – with the realisation that the causes of environmental problems and their solutions have strong societal elements.

In May 2003 a new pilot course, Ecosystems and Societies, was examined for the first time – a course that took up the interdisciplinary mantle, being founded in two groups – Group 3 and Group 4 (what are now Individuals and Societies and the Sciences). This pioneering interdisciplinary subject was introduced to give flexibility to choices within the IB Diploma Programme, but also realised the true nature of the subject. The pilot course was renamed Environmental Systems and Societies in 2008, to better reflect the nature and content of the course, with the first examinations held in May and November 2010.

With the introduction of HL in 2024, ESS continues to evolve and spread its wings. The complexity of the course always called out for HL treatment, and it is wonderful to finally see this realised.

Teaching the new course

Teaching of the new course should begin with Topic 1 – Foundation. After that, the topics can be taught in any order, as the course is non-linear.

The order in which topics 2-8 are covered depends very much on the interests and inclinations of the teacher and their students. Someone with a background in geography may want to begin with Topic 4 (Water) whereas a biologist may be more comfortable starting with Topic 2 (Ecology). If two teachers deliver the course (usually this would be a biologist and a geographer) it makes sense for the biologist to cover topics 1-3, also introducing the Higher Level (HL) lenses during the Foundation topic (e.g., environmental ethics and the three major approaches of traditional ethics during 1.1. Perspectives), and the geographer to take topics 4-8. The teacher covering topics 1-3 could also lead on the Internal Assessment (IA). This approach would give the same teaching time for both teachers. Two teachers will deliver two different topics simultaneously, but a single teacher should ensure that they keep to one at a time so as not to confuse students.

There are different options in how the HL lenses can be delivered. The HL lenses could be taught up front, following the Foundation topic, so that students have an appreciation of environmental law, environmental economics, and environmental ethics as they progress through topics 2-8. Alternatively (and preferably), understandings from the HL lenses can be interleaved with the SL and HL content from topics 2-8 – this will not only enable HL students to apply the HL lenses in context but would also avoid repetition of material.

Using the second approach, the HL lenses should still be introduced in the Foundation topic so that HL students are aware of them and their key principles (e.g., environmental ethics introduced during 1.1 Perspectives, as outlined above, and environmental law and environmental economics in 1.3 Sustainability), with specific understandings then explored at relevant parts of the course, e.g., Instrumental value is the usefulness an entity has for humans (HL.c.4) and Intrinsic value is the value one may attach to something simply for what it is (HL.c.5) during subtopic 3.3 Conservation and regeneration - Arguments for species and habitat preservation can be based on aesthetic, ecological, economic, ethical and social justifications (3.3.1). Mapping documents are available in the eBook to help students map HL lenses across topics 1-8.

Assessing the new course

The first assessment for the new ESS course will take place in May and November 2026. The new examination model follows the same approach as the present assessment. Both SL and HL students take two papers. Paper 1 includes a resource booklet based on a specific case study, and Paper 2 consists of two sections: section A includes both short answer and data-based questions, whereas section B has essay questions.

HL students will be required to illustrate greater depth and understanding of the wider complexities of environmental issues, using the HL lenses and additional HL topic content. Further details of the external examination, and advice for students, can be found on pages 907-914 of the textbook.

Students should be tested regularly to assess their knowledge of the subject and ability to answer data-based questions. In the textbook, there are exercise questions at the end of each subtopic and practice exam question at the end of each topic. Because of the holistic nature of the course, it is difficult to set past paper questions for the resource booklet until the whole syllabus is finished, because the resource booklet and Paper 1 questions require knowledge from across the course. Data-based and resource booklet questions are available in past papers and via IB Questionbank (https://questionbank.ibo.org). If questions are taken from the 2015 syllabus, they must of course be checked to make sure they match the new course.

Concepts

Concepts are central to ESS, and allow students to network knowledge across the course, providing a framework for integrated thinking. The ESS syllabus is structured around three key concepts: perspectives, systems, and sustainability. Concepts, introduced in the Foundation topic, should be revisited throughout the course.

To make connections between the concepts, topics 2-8 and the HL lenses, it helps to think about linked concepts within each Foundation subtopic (Figures 1-3). These present ideas about how the key concepts can be taught throughout the course.

Figure 1 Essential linked concepts in Topic 1.1 – Perspectives

Figure 2 Essential linked concepts in Topic 1.2 – Systems

Figure 3 Essential linked concepts in Topic 1.3 - Sustainability

In the textbook, concept boxes highlight appropriate places in each chapter where these concepts are especially relevant, to put these central ideas into context.

Examples

The course gives opportunities of bringing local and global environmental and societal issues to life, with plenty of potential for discussions and debates. Examples should be used throughout the course to put content statements in context. Note: One difference to the 2015 ESS course is the use of the term 'case study'. In the new 2024 Guide, 'case study' is reserved for the extended studies used in the Paper 1 resource booklet (see above), whereas an 'example' is more targeted, usually geographically focused on one area or context. The textbook contains examples throughout each subtopic and HL lens.

Skills

There are many skills needed to study the ESS course successfully. These skills include experimental techniques, technology, mathematical and inquiry skills, and the constructing and interpretation of systems diagrams. ESS skills and techniques are encompassed within the tools and inquiry process in the 2024 IB ESS guide and should be experienced through the ESS course. The textbook uses Skills boxes to unpack these essential skills and allow students to learn about them in context. Many skills will be useful when students carry out their IA. Advice for the IA can be found on pages 887-900 of the textbook.

Additional resources

The eBook has many additional resources to help you teach the new ESS course, including worksheets, a glossary, and answers to all questions. Accompanying this blog, as part of the ‘back-to-school’ package, are full checklists for all topics and HL lenses, so that students can monitor and assess their progress, and ‘quick look’ guides to the Foundation topic and HL lenses, which provide overviews of these two essential pillars of the new course.

The 2024 syllabus represents a new beginning for what has always been a highly innovative subject, and we wish you good luck and best wishes as you and your students embark on this exciting new chapter for ESS.

Free Get Ready to Teach IB DP ESS pack

Get your teaching off to a great start this term with free materials from our expert authors.

Download all the teaching and learning materials you need to support you with first teaching of the new Subject Guide using the Pearson Environmental Systems and Societies for the IB Diploma Programme Student Book.