We contend there is not enough known about computational thinking - particularly, what can be learnt and at what stage of maturity? This is a moving target as new technologies are invented and computer tools augment our capabilities, but the research literature is weak in this area. On the other hand, experienced practitioners have tacit knowledge, sometimes made explicit in text books, tests and other resources. We aim to characterise computational thinking better, discovering its dependencies for learners progression.
Knowledge categories

These categories are proposed to help classify the items of knowledge that relate to computational thinking. Such knowledge, and the performance to show you have it, inevitably overlap these categories, but the analysis is thought to help in devising effective teaching approaches and assessment methods.

Knowledge items

These are items of knowledge in computational thinking. Each item is tagged with the following knowledge categories: fact, skill, mental model, strategy and disposition. They are also tagged with curriculum area. The intent is that by inviting teachers to compare pairs of such items for difficulty, we will build an ordering of such knowledge which may inform curriculum design and teaching strategy.