While we are no longer developing Digital Mysteries and Thinking Kit, we are leaving our website up for those of you interested in the ideas behind the Apps.

Why did Tyke Turner steal?

why did dyke turner steal app     Why did Tyke Turner steal?


       Subject:        Citizenship, English, PSHE
       Topic:            Health, Safety, Lifestyle, Development, Character, Group Discussion, Interaction
       Audience:     KS2
       Question:      Why did Tyke Turner steal?
       Author:          Anne de A’Echevarria


Why did Tyke Turner steal?’ is a mystery about the pressures that a young girl faces both at home and at school that lead her to steal a smartphone.

The mystery would fit well within the PSHE/Citizenship curriculum; could also be used to support the development of speaking and listening within the English curriculum; and could be used to foster the development of generic higher order thinking skills.

There are 15 slips of information provided on Easy and Medium setting, with an addition 3 being added in Hard.


The mystery could be used to stimulate discussion and drama for learning activities in two key areas:

1) Developing a healthy, safer lifestyle, and
2) Developing good relationships and respecting the differences between people.

Key learning outcomes that could arise from the mystery and related activity might include:

Developing a healthy, safer lifestyle

  • Understanding that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know
  • Knowing how to ask for help and use basic techniques for resisting pressure to do wrong
  • Developing good relationships and respecting the differences between people
  • Understanding that their actions affect themselves and others, to care about other people's feelings and to try to see things from other people's points of view
  • Being aware of different types of relationships, including those between friends and families, and developing the skills to be effective in relationships
  • Realising the nature and consequences of teasing, bullying and other aggressive behaviours, and how to respond to them and ask for help


The mystery could also be used to support the development of group discussion and interaction. Key learning outcomes that could arise from the mystery activity might include:

  • Making contributions relevant to the topic and taking turns in discussion
  • Varying contributions to suit the activity and purpose, including exploratory and tentative comments where ideas are being collected together, and reasoned, evaluative comments as discussion moves to conclusions
  • Qualifying or justifying what they think after listening to others' questions or accounts
  • Dealing politely with opposing points of view
  • Using different ways to help the group move forward: including summarising the main points, reviewing what has been said, clarifying, drawing others in, reaching agreement and considering alternatives

Thinking skills
Learning outcomes relating to the generic thinking skills that the mystery aims to develop might include:

  • Justifying ideas with reasons
  • Asking questions to check understanding
  • Evaluating and building on the ideas of others
  • Forming well-structured explanations
  • Developing their understanding through speculating, inference, hypothesising and exploring ideas