The Oxford School, Dubai

Subject: sociology : YR 12
TOPIC: Agencies of socialisation
Demo Text and social control,
including family, education, peer-group, media and religion
LO: To understand the process of learning and
socialisation.’
Teacher:
Day & Date:
 Success Criteria
Our Learning Plan for this Lesson

. t
SOLO Level
I can identify the difference between primary and secondary
socialization. Click
. to add text
. SOLO Level

I​ can describe the connection between school and work .

SOLO Level

I can explain explain the impact of social media on socialisation.

SOLO Level

I can evaluate my knowledge on roles in a society or particular grouop.

.
 Key Teaching tot Help YOU Learn
Social control: ways in which members of society are made to conform to
Prior Learning:

norms and values.

Agencies of socialisation/social control: The social institutions and groups,
Next week’s learning:
such as family and the media, which influence behavior by providing guidance,
Learning Objective:(What?)
examples and sanctions.
Sub-cultures: a culture within aContext: larger culture.
(Why?) Skills:Sub-cultures
(How?) take many forms,
Lesson resources: (manipulatives) Defining the key vocabulary of the learning objectives:
such as religious groups, fans of a particular singer or actor, school gangs and
so on. Sub-cultures usually develop their own norms and values, although
these do not necessarily conflict with those of the wider culture within which
they exist

Patriarchy: male-dominated unit or society

Video: https://youtu.be/g_wwgyrSlgE?
si=NReG-pyvmG7p8q7E
How do friends influence your
behaviour?
Family structures
• Nuclear Family:
A family that consist of spouses and their dependent.
Extended Family:
A family system in which several generations live together in one
household.
Lone parent family:
A parent that consists of one parent living with one or more
dependent children.
Primary socialisation occurs mainly within the family and is the
first stage of socialisation. This type of socialisation is essential to
the development of behaviors we recognise as fundamentally
human, such as learning language. The first primary relationship we
form is usually with our parents. This is followed by primary
attachments to other family members, people of our own age
(friends) and, subsequently, to other adults such as work
colleagues. Primary socialisation is necessary because human
infants need other people in order to develop both as human
beings and as members of a particular culture. We do not just need
to learn general human behaviors, we must also learn about social
relationships, how to play roles and so on.
The ability to develop roles within the context of a group mainly governed by relationships
based on love, responsibility and duty, means that we can make mistakes and learn lessons
as we go without causing too much harm. Mead refers to parents as significant others. They
shape both our basic values, such as how to address adults, and our moral values, for
example our understanding of the difference between right and wrong. Basic norms, such as
how to address family members (for example, ‘Mum’, ‘Dad’), when, where and how to eat
and sleep, and definitions of acceptable behavior are normally taught within the family.
Sanctions are mainly informal, with positive sanctions involving things such as:
 Facial expressions [ For example smiling]
 Verbal approval/ reinforcement {‘good boy /girl’]
 Physical rewards such as gifts.

Negative sanctions are similarly wide-ranging – from showing disapproval through language
(such as shouting) to physical punishment .
Functionalists often see primary socialisation as a one way process that
passes from adults to children. However, socialisation involves more than an
unquestioning acceptance of the behaviors we learn within the family group.
Although children are socialised by being encouraged to copy behavior, they
are also actively involved in negotiating their socialisation. For example,
children do not always obey their parents; they may even choose not to obey
as part of a test of the limits of social control. Peer-groups can also be
secondary agencies because they may be used as a reference group – what
Hughes et al. (2002) call ‘the models we use for appraising and shaping our
attitudes, feelings and actions’. In the recent past, this has included youth
sub-cultures s
Secondary socialisation involves secondary groups and is characterised,
according to Berger and Luckmann (1967), by ‘a sense of detachment from the
ones teaching socialisation’. Secondary socialisations are situations in which we
do not necessarily have close, personal contacts with those doing the socialising.
Parsons (1959a) argued that one of the main purposes of secondary socialisation
is to ‘liberate the individual from a dependence on the primary attachments and
relationships formed within the family group’. In contemporary societies, where
the majority of people we meet are strangers, it would be impossible and
undesirable to treat them in the same way that we treat people we love or know
well. This is why we develop instrumental relationships – those based on what
people can do for us, or what we can do for them, in particular situations. Berger
and Luckmann suggest that while primary socialisation involves ‘emotionally
charged identification’ with people such as our parents, secondary socialisation is
characterised by ‘formality and anonymity’. You do not, for example, treat a
stranger who asks you for directions as your closest friend.
Secondary socialisation Agencies of secondary socialisation include schools,
religious organizations and the media. In some cases, such as education, we
are in daily contact with other
members of the group without ever developing a primary attachment to them.
In other examples, such as admiring a particular actor or musician, we may
never meet the rest of the group, yet we might be influenced by their behavior
in several ways. Education: Education involves two kinds of curriculum:
• the formal curriculum that specifies the subjects, knowledge and skills that
children are explicitly taught in school
• a hidden curriculum: the things we learn from the experience of attending
school, such as how to deal with strangers, listen to adult authority and have
respect for the system.
Parsons (1959a) argued that school plays a particularly significant role in
secondary socialisation for two reasons: 1 It ‘emancipates the child from
primary attachment’ to their family. It moves children away from the affective
relationships found in the family and introduces them to the instrumental
relationships they will meet in adult life. It is in effect a bridge between the
family home and the wider social world. 2 It allows children to ‘internalise a
level of society’s values and norms that is a step higher than those learnt within
families’. Through interaction with ‘strangers’ in the educational system, a child
begins to adopt wider social values into their personal value system. This
process loosens the hold of primary groups and allows children to gradually
mix into adult society, something that also promotes social solidarity and value
consensus.
 t

. Success Criteria:
I can distinguish the
Select your differences
solo verb basebetween
LOs for each level ofand
primary the secondary

Identify differences between primary taxonomy:

One Idea:
socialisation. .

and secondary socialisation. Why does

primary socialisation have to take place Many Ideas:
Who is assessing
before secondary socialisation? Relate: my work?
T = My teacher
Extend: S = Me
P = My peer

@oxfordschooldubai
 t

Success Criteria:
I can describe the
connection between
Select yourschool andbase
solo verb work .
Suggest two further examples of the connectionLOs for each level of the
between school and work. taxonomy:

UU One Idea:
.
Many Ideas:
Who is assessing
my work?
Relate:
T = My teacher
S = Me
Extend:
P = My peer

@oxfordschooldubai
 t

Success Criteria:
Young people increasingly use social media apps. In I can explain the impact
of social media on
what ways can social media be an agency of Select yoursocialisatio.
solo verb base.
LOs for each level of the
socialisation, or of social control?. taxonomy:
One Idea: or of social control?
g people increasingly use social media apps. In what ways can social media be an agency of socialisation,

Many Ideas:
Who is assessing
my work?
Relate:
T = My teacher
S = Me
Extend:
P = My peer

@oxfordschooldubai
 t
Draw a diagram that describes any role you play. Try to illustrate its
role-set. What does this diagram tell you about how you present Success Criteria:
yourself to society or a particular social group? What types of I can evaluate my
influence are making you take on the role, and why? See an example knowledge on roles in a
below Select yoursociety orbase
solo verb particular
grouop.
LOs for each level of the
taxonomy:
One Idea:

Many Ideas:
Who is assessing
my work?
Relate:
T = My teacher
S = Me
Extend:
P = My Peer

@oxfordschooldubai
Progress Check t

Have we achieved?
Lesson objective –To understand the process of
learning and socialisation.’
 Plenary
t
What have I learnt today?

Select your solo verb base

LOs for each level of the
taxonomy:
One Idea:

Many Ideas:

Relate:

Assignment / HW Extend:

@oxfordschooldubai
 Assessment: t

Select your solo verb base

LOs for each level of the

Page:
taxonomy:
One Idea:

Many Ideas:

Relate:

Assignment/ HW Extend:

@oxfordschooldubai