Computational Thinking (CT) is emerging as a key competence across all disciplines, professions and throughout society. It can be defined as combining problem solving and design to create useful solutions, informed by the possibilities that Computing offers. Where computers are used to formulate solutions, additional independent learning is possible (in subject content and Computational Thinking) as the computer itself provides a rich context for enhancement of expressive creativity and evaluative power of learners’ ideas. Collaboration around a computer makes learning meaningful and supportive. In this sense, Computational Thinking is both delightful and effective for learners.

Additional authors: Nina Bresnihan, Dermot Walsh and Joy Hooper.

Executive summary -- 1. How do we define Computational Thinking? -- 1.1 A clear definition that is readily understood -- 1.2 Justification and rationale -- 1.2.1 Introduction -- 1.2.2. Why Computational Thinking? -- .2.3 The rationale for Computational Thinking at primary level -- 1.2.4 Challenges with Computational Thinking -- 1.2.5 Conclusion -- 2. What are the key teachable aspects? -- 2.1 Examples of concepts and skills -- 2.1.1 The Barefoot Computing curriculum -- 2.1.2 The Scottish 3-15 Curriculum -- 2.1.3 Our approach -- 2.2 Progression -- 2.2.1 Practical and meaningful projects -- 2.2.2 ‘Unplugged’ and ‘plugged’ -- 2.2.3 Why computing is important -- 3. Computational Thinking in the primary curriculum -- 3.1 Integration -- 3.1.1 Embedding for transfer -- 3.1.2 Examples where it can be included -- 4. How do we develop teachers' knowledge-base? -- 4.1 What competence is needed? -- 4.1.1 Pedagogical and content knowledge -- 4.1.2 Building on existing knowledge -- 4.2 What alternatives are there? -- 4.3 How can this be sustainable? -- Conclusion -- References.