Background
Arrange the classroom appropriately. Chairs should be grouped around tables, providing plenty of space to spread papers out. If possible, each group should have access to wall space or a board on which to pin up bulletins and information.
Each group will need a set of the documents (including three copies of the plan of the flats).
Students in groups
Before the event organise the squads: these should be mixed ability groupings, ensuring that each group has at least one fluent reader. One of the group should be designated the runner, with the job of collecting new messages as they come off the printer. Each message must be read by the whole group.
Each group forms a squad of Incident Investigation Officers; they have a difficult case to solve. The optimum size for the groups is five: greater than five will lead to 'spare' people and the loss of concentration; less than five might prove a handicap.
They will be faced with a huge amount of information from the computer / printer, so it is helpful to discuss ways of handling the information efficiently. A previous lesson can be used, if there isn't going to be time on the day of the simulation.
Each group should discuss and plan how they will cope with the flood of material and written evidence. The group plans how they will be organised. It is best not to dictate which form this will take - let each group decide for itself.
Introduction
When groups are ready, distribute the briefing message, which is also the first message in the stream. Start the message stream. Demonstrate to the pupils how to open the first message and read aloud the briefing. Distribute the note-taking sheets and answer any questions. When you are ready, choose 'Log on' to begin the message stream. At this point, pupils become responsible for collecting and reading messages as they arrive.
During the message stream
Pupils collect and use information and the documents provided to build up a picture of what they think has happened.
If possible, try to keep out of the way. Do not cut the bulletins from the printer or intervene in the process. There is more intensity if the students are allowed to organise themselves and reach their own conclusions.
If you are using MURDER as a Speaking and Listening Assessment, you will be entirely free to circulate around the classroom, making evaluations and assessments of pupils' abilities and recording as appropriate.
After the message stream
Following the simulation, the investigating squads each make an oral presentation. This is best done as a plenary session.
Each group should:
- recreate the movements of the victim prior to the crime.
- recreate the movements of the suspected culprit.
- eliminate, with reasons, persons who are not guilty
- state whom they wish to arrest and why.
Each squad must organise itself, with the presentation shared between the group. Allow at least half an hour for this stage (more if you think it is needed and you have the time available).
Conclusion
To end speculation and the brain-teasing element of the mystery, a solution to the crime can be given by the teacher at this point. One possible solution (which must of course be kept strictly under wraps!) is provided at the end of this pack. However room must be allowed for pupils' own solutions - they shouldn't be discounted as 'wrong'.
Reading out the solution will have the effect of stopping further talk and pupils find this part of the simulation intensely interesting: they have been puzzling over the mystery for 90 minutes or more, and many conflicting theories will have evolved.
