The UAICS knowledge map contains a computational thinking family; at the same time, the standard has never assessed programming. The two decisions look contradictory. They come from a single judgement, worth setting out in full. First, why computational thinking is in. Decomposition, pattern recognition, abstraction — these are not coding; they are methods for making a problem explicit. And that is precisely the substrate of working with AI: breaking a task into ordered steps

This Board did not begin with a document. It began with a scene that kept repeating: teachers, parents and children standing before the same wave — knowing AI matters, not knowing where to begin. The teachers’ helplessness is concrete. They teach every day, yet are asked to teach a subject that did not exist when they studied; those fluent in the technology lack grounding in child development, those grounded in children lack the technology — and the students have already fini