IB ESS HL 5.2.15 Regenerative farming and permaculture

[Maximum number: 9]

With reference to named examples, discuss the significance of diversity in the sustainability of food production systems.

• understanding concepts and terminology of genetic/species/habitat diversity; cultural / political diversity; sustainability; ecological footprint; yield per unit area; aquatic and terrestrial food production; commercial vs. subsistence; multinational vs. local production; monoculture v polyculture; organic farming; GMOs; selective breeding; impact of escapees on wild populations; integrated agriculture; habitat loss/degradation; air/water/soil pollution; threats to biodiversity/pollinators; pesticide/fertilizer/antibiotic use; biological pest control; food choice; buffer zones; mineral cycles; crop rotation, etc;
• breadth in addressing and linking technological and management strategies of terrestrial and aquatic food production systems with genetic/species/habitat diversity and significance of this in terms of sustainability and ecological footprint in the context of a range of geographical locations, social settings, levels of economic development, traditional values, international relations, legislations, personal attitudes and EVSs, etc;
• examples of named food production systems and strategies involved in monoculture, polyculture and integrated agriculture, wild fisheries, aquaculture etc;
• balanced analysis evaluating the extent to which diversity is significant in determining the sustainability of food production systems along with relevant limitations and counterarguments, etc;
• a conclusion that is consistent with, and supported by, analysis and examples given eg "because diversity is such a significant factor in maintaining stability of systems, it is inevitably of great significance in maintaining both a sustainable production system and the wider environment in which the production takes place";

The following guide for using the markbands suggests certain features that may be offered in responses. The five headings coincide with the criteria given in each of the markbands (although "ESS terminology" has been conflated with "Understanding concepts"). This guide simply provides some possible inclusions and should not be seen as requisite or comprehensive. It outlines the kind of elements to look for when deciding on the appropriate markband and the specific mark within that band.

These are possible inclusions, not required points. Assess with the official Section B, part (c) markbands below.

Marks	Level descriptor
0	The response does not reach a standard described by the descriptors below and is not relevant to the question.
1–3	The response contains: • minimal evidence of knowledge and understanding of ESS issues or concepts • fragmented knowledge statements poorly linked to the context of the question • some appropriate use of ESS terminology • no examples where required, or examples with insufficient explanation/relevance • superficial analysis that amounts to no more than a list of facts/ideas • judgments/conclusions that are vague or not supported by evidence/argument.
4–6	The response contains: • some evidence of sound knowledge and understanding of ESS issues and concepts • knowledge statements effectively linked to the context of the question • largely appropriate use of ESS terminology • some use of relevant examples where required, but with limited explanation • clear analysis that shows a degree of balance • some clear judgments/conclusions, supported by limited evidence/arguments.
7–9	The response contains: • substantial evidence of sound knowledge and understanding of ESS issues and concepts • a wide breadth of knowledge statements effectively linked with each other, and to the context of the question • consistently appropriate and precise use of ESS terminology • effective use of pertinent, well-explained examples, where required, showing some originality • thorough, well-balanced, insightful analysis • explicit judgments/conclusions that are well-supported by evidence/arguments and that include some critical reflection.

Section B, part (c) markbands (official markscheme p18)

IB ESS HL 5.2.15 Hl Regenerative Farming and Permaculture Questions question 1