: He Pänui Whakaahua
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Approach: One to one  
Focus:   Identifying relevant features and persuasive techniques of a static image
Resources:  Pänui whakaahua 1, 2; käri pätai
Kupu:
Questions/instructions: 
Whakaaturia te pänui whakaahua tuatahi, me te käri pätai. Körerotia ngä pätai ki te äkonga. Kia pënei anö te mahi mö te pänui whakaahua tuarua. [Question card is the same as questions 1–5 below]
Titiro ki te pänui. Anei ëtahi pätai.
 
% responses
1. He aha te kaupapa o tënei pänui?  
Poster 1 – mentioned:
quitting smoking
66
smoking damages health
38
can get help to quit smoking
14

Poster 2 – mentioned:

smokefree
64
waka ama
55
häkinakina/healthy lifestyle
16
2. Whakamäramatia mai te wairua o tënei pänui.

Poster 1:

gave good explanation (e.g. whakaoho, whakamataku)
13
gave some explanation
51
any other response
36
Poster 2:
gave good explanation (e.g. whakahau hauora)
13
gave some explanation
53
any other response
33
3. He aha ëtahi tino körero e toru o tënei pänui?

Poster 1 – mentions:
just one cigarette can cause damage
60
the “pänui” gave the message to quit smoking
70
the “pänui” gave a help line to ring
11
smoking damages the blood vessels
9
smoking is dirty
5
Poster 2 – mentions:
healthy lifestyle
22
whänau/mahitahi
4
mentioned “auahi kore”
56
wahine toa
0
waka ama
27
4. Ki töu whakaaro, e tino whaihua ana tënei pänui? He aha ai?
Poster 1:
good explanation given
20
some explanation given
59
any other response
20
Poster 2:
good explanation given
14
some explanation given
45
any other response
41

Commentary:
 Most students were able to talk about the kaupapa of the posters (question 1) and give some detail about the messages (question 3). In question 2, a lack of appropriate vocabulary seemed to hamper students in talking about the way the message was portrayed in each poster (eg. “whakaoho, whakamataku, whakahau”). For question 4, 79 percent of students were able to give some justification for their opinion about poster 1, and 59 percent for poster 2.
 
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