Computational Thinking (CT) marks a new focus on learning programming as a new thinking skill that develops crucial 21st century skills such as logical thinking, problem-solving skills, creativity and collaborative and social skills. Programming is also increasingly recognised as one of the new skills needed for students to succeed in our digital society. European Schoolnet conducted a first study visit in Norway and Sweden aiming to learn from the two country examples about the purpose of teaching CT/programming, strategies to implement it and how to assess it. The new report 'Strategies to Include Computational Thinking in School Curricula' highlights the results of this visit.

The report aims to share observations, reflections and lessons learned from the visit. Taking the two schools visited as inspirational examples, this report reflects on the ways CT/programming is practiced in each school, and the position of computational thinking in the curriculum, the skills and training required for teachers involved, as well as general supporting conditions such as shared leadership in schools.

European Schoolnet' first study visit for its Ministries of Education members from across Europe took place last June in Oslo and Stockholm. The Norwegian member (the Norwegian Directorate for Education and Training) and Swedish member (Skolverket) jointly hosted this peer-learning visit. The 25 participants included policy makers, teachers, school inspectors and researchers from Austria, Ireland, Italy, Luxembourg, Malta, Netherland, Poland, Slovakia, Spain and Switzerland.

The focus of this visit was to learn from the two country examples about the purpose of teaching CT/programming, strategies to implement it and how to assess it. It was organised in these countries because as of August 2018 in Sweden, and in 2020 in Norway, CT/programming becomes a compulsory part of the national curriculum.