ABSTRACT
Computational Thinking (CT) has been called the most important skill that any child in the twenty-first century could acquire, with the same life skill, personal development, economic prospects, and even well-being and prosperity status as reading, writing and arithmetic. Globally, many national curricula have been reformed and rewritten over the last five years, with CT playing an increasingly major role – as an organising principle across many other disciplines and subjects; as a skill to inform thinking and problem solving; as a discipline in ways of planning, working and organising learning; and, not least, as an academic subject in its own right. CT is at its core about three concepts: audacity, abstraction, and automation. This chapter discusses CT through the National Curriculum at each stage. CT is a problem-solving method that can be applied to create solutions that are often implemented using digital technology.
