International Baccalaureate (IB) Program
South Fork High School's International Baccalaureate Diploma Program
Welcome to the Home Page of the South Fork High School International Baccalaureate Program.
Dr. Joe Shewmaker (Dr. Shew)
IB Coordinator & IB Instructor
(772) 219-1840 ext 35124
Mr. Andrew Connolly
Assistant Principal of Curriculum, South Fork High School
(772) 219-1840 ext 35102
Early Action Application Class of 2026
The South Fork IB program is recruiting for the IB Class of 2026. The IB Program offers a highly rigorous and challenging program that is internationally recognized for excellence. The ideal student is one who is highly motivated and intelligent. The IB program offers a complete educational program that seeks to develop well rounded students who are capable of analytic thinking and who want to make a difference in the world. IB is more than just a curriculum; IB prepares students for college and beyond by having them engage in activities outside of the classroom. Our students leave our program as well balanced individuals who are ready to make a difference.
The Early Action Application is now open. Please apply before December 17 to be considered for our Early Action process. Please contact Dr. Shewmaker (info above) if you have any questions. Please use the following link to access our application:
SFHS IB Curriculum map
IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
They explore concepts, ideas, and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas, and strategies. They are brave and articulate in defending their beliefs.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
© International Baccalaureate Organization 2006
Earning the IB Diploma
Each IB subject is assessed on a scale of 1 – 7 with a score of 4 considered a “passing grade”. This score is calculated based on a combination of internal and external assessments throughout the 11th and 12th grade years.
IB Grade Scale
7 - Excellent
6 - Very Good
5 - Good
4 - Satisfactory
3 - Mediocre
2 - Poor
1 - Very Poor
(The information below is from the Handbook of Procedures for the Diploma Programme 2017)
A total of six subjects must be studied, with a combination of standard and higher levels (SL and HL). Students must also complete the “core”, which is made up of creativity, activity, service (CAS), theory of knowledge (TOK) and extended essay (EE).
Each subject is graded 1–7, with 7 being the highest grade. These grades are also used as points (that is, 7 points for a grade 7, and so on) in determining if the diploma can be award.
TOK and the EE are graded A–E, with A being the highest grade. These two grades are then combined in the diploma points matrix to contribute between 0 and 3 points to the total. CAS is not assessed but must be completed in order to pass the diploma. See section A7.7.
The overall maximum points from subject grades and TOK/EE is therefore 45 ((6 × 7) + 3). The minimum threshold for completing the programme is 24 points, below which the diploma is not awarded.
The additional requirements are the following:
CAS requirements have been met.
There is no “N” awarded for TOK, the EE or for a contributing subject.
There is no grade E awarded for TOK and/or the EE.
There is no grade 1 awarded in a subject/level.
There are no more than two grade 2s awarded (HL or SL).
There are no more than three grade 3s or below awarded (HL or SL).
The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).
The candidate has not received a penalty for academic misconduct from the Final Award Committee.
Students must study six subjects, plus TOK, EE and CAS. They must accumulate no less than 24 points from assessment in these subjects in addition to grade stipulations.
They must meet all of the additional requirements listed above.
They must do so within a maximum of three examination sessions.
Candidates who successfully meet these conditions will be awarded the diploma.
Candidates who take the diploma in multiple languages may be eligible for a bilingual diploma.
Creativity, Action, Service (CAS)/ Extended Essay (EE)/ Theory of Knowledge (TOK)
CAS and the Diploma Program--An Overview
From the IB CAS Guide:
“…if you believe in something, you must not just think or talk or write, but must act.” (Peterson 2003)
CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the PYP and MYP. CAS is organized around the three strands of creativity, activity and service defined as follows.
• Creativity—exploring and extending ideas leading to an original or interpretive product or performance
• Activity—physical exertion contributing to a healthy lifestyle
• Service—collaborative and reciprocal engagement with the community in response to an authentic need.
As a shining beacon of our values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives.
CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. CAS enables students to enhance their personal and interpersonal development.
A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to student interests, skills, values and background.
CAS and Managebac Orientation Powerpoint
This is a Powerpoint that covers CAS and Managebac
CAS Student Responsibility
A document to guide students as to what their responsibility is in CAS
CAS Quick Guide
A one-page quick start guide for students about CAS
This is the official overview, definition and requirements of the Creativity, Activity and Service program from IB.
Alumni Resources & Reflections
Getting Your Transcript Sent to a College
If you transfer schools or do not enter that school and want transcripts sent to another school, you will need to go to:
Postsecondary Recognition of IB Programmes
Click the links below for more information regarding IB recognition information (all information is taken from the University Admission section of the ibo.org).
Click here to view he university policy index which includes self-reported policy information provided by universities to the IB through October 2015.
Stanford University Video Series: Meet university admissions officers from institutions accepting IB students from around the world. They discuss their perspective of the IB and how prepares students for university success. View university testimonials on Vimeo and YouTube.
How to Stay Updated on SFHS and SFHS IB
How to Find Out Anything SFHS or SFHS IB Related
IB Google Classroom. Join code 5x32dul
Join FB South Fork Parents
Facebook page titled “South Fork Parents.” Please join this page to keep up-to-date.
Join FB South Fork IB PAC
Also join the IB Parent Advisory Council (PAC) Facebook Page, “ South Fork IB PAC.”
Download the Martin County Schools app from app store, then add South Fork HS
Go to the App Store and filter “Education” and look for Martin County Schools. News and info will be posted there, also.
Add South Fork High School Homepage to your favorites bar https://www.martinschools.org
If you forget and don’t make the site a favorite, you can Google South Fork High School Homepage and get there.