IB ESS HL C 3 Ethical Frameworks Questions
Practise IB ESS HL HL.c.3 by applying ethical frameworks concepts to environmental systems questions.
- Syllabus
- First assessment 2026
- Course
- ESS HL
- Level
- HL
Exam points
- Compare ecocentric, anthropocentric and technocentric value systems in sustainability decisions.
- Evaluate environmental philosophy choices using evidence about resource management and conservation.
IB ESS HL C 3 Ethical Frameworks Questions question 1
[Maximum number: 9]
To what extent is an ecocentric value system more appropriate than other value systems in addressing issues of sustainability?
Answers may demonstrate:
- understanding concepts & terminology of ecocentrism/anthropocentrism/technocentrism; social/economic/environmental sustainability; biorights; intrinsic value; renewable resources; sustainable yield; recycling; circular economy; low technology; local governance; food miles; vegetarianism/veganism; subsistence living; etc
- breadth in addressing and linking range of ecocentric values/strategies with different aspects of sustainability.
- examples of ecocentric values and strategies and aspects of sustainable living/development etc
- balanced analysis evaluating extent to which an ecocentric value system is more or less beneficial in addressing sustainability than other value systems .
- a conclusion that is consistent with, and supported by analysis and examples given e.g. With the high regard in which it holds nature and the environment it is inevitable that ecocentric values and strategies for living are bound to be non-destructive and sustainable.
| 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. |
Assessment criteria for the 9-mark extended response
All question bank results loaded