The National Education Policy (NEP) aims to position India as a leader in emerging knowledge fields by integrating technologies like Artificial Intelligence, Machine Learning, Big Data, and Computational Thinking into school education. It promotes technology-enabled, interactive, and gamified learning using tools such as Augmented Reality (AR), Virtual Reality (VR), and virtual labs to foster creativity, problem-solving, and interdisciplinary exploration. NCF-SE 2023 carries this recommendation further for implementation. Key Definitions Artificial Intelligence (AI) is a broad collection of technologies that enable machines to carry out tasks typically associated with human intelligence such as learning, comprehension, reasoning, problem-solving, and understanding natural language. Computational Thinking (CT) is a structured approach to problem-solving that breaks larger problems into smaller, logical pieces, building precise, step-by-step solutions that either a person or a machine can follow. While Al is an important requirement, CT is a broader skill, developing a foundation for learning. Curriculum Framework for CT and Al for Classes 3 to 8 Under the guidance of the Ministry of Education, Government of India, CBSE developed the Curriculum Framework for CT and Al for Classes 3 to 8. The curriculum seeks to integrate CT with Al and other technological advancements, without dependence on any specific platform, focusing on curricular goals, competencies, learning outcomes, and syllabi with necessary details on pedagogy, resources, assessment, and implementation guidelines. This curriculum aims to develop AI-Ready learners by focusing on CT Skills. The AI-readiness so inculcated will help develop learners' capacities for logical thinking, problem-solving, and pattern recognition, and for understanding the role and use of Al in daily life. Curriculum Aims Build strong foundations in CT, digital literacy, and responsible use of technology. Nurture innovation, critical thinking, and ethical decision-making capacities. Enable learners to develop the ability to think logically, approach and solve problems systematically, find patterns, and apply technology for solving day-to-day life problems. Understand the ethical use of technology and the relevance of AI in daily life. Build strong foundations in CT, digital literacy, and responsible technology use. Encourage students to think creatively, solve problems, and make ethical choices and equip them with the capacities and tools needed for higher education, profession and everyday life. Research articles present CT as the key underlying foundation for Al, showing that skills like breaking problems into parts, spotting patterns, filtering essential information, and designing step-wise procedures are the same reasoning processes that power Al and ML systems. The curriculum positions CT as a foundation needed for learning all the subjects, including AI. It also envisages integrating CT across school subjects, including beyond Mathematics, as a cross-cutting theme. Progression across Class levels Classes 3-5 (Preparatory Stage) - At present, CT is part of the Mathematics curriculum in the school curriculum. The curriculum recommends embedding CT in all the subjects, such as TWAU (The World Around Us) and Mathematics, with focused learning experiences through workbooks. Time allocation: so hours annually. Classes 6-8 (Middle Stage) - At this stage, CT is again incorporated into all the school subjects through worksheet- and project-based learning, along with an introduction to foundational concepts of AI (AI literacy). Time allocation: 100 hours annually. The teaching of CT and AI should reflect real-world challenges, focusing on hands-on experiences. To achieve this, a variety of engaging pedagogical methods, such as puzzles, structured problems, collaborative and individual projects, demonstrations, practice sessions, discussions, debates, and reflective exercises, are crucial. Students should be allowed to explore the practical challenges faced by the community, devise solutions for them, and apply the knowledge beyond the classroom. Teachers would need to provide the mentorship needed for such explorations. The assessment methods need to align with these curricular intentions and the pedagogical practices to ensure authentic assessment. For Classes 3-5, assessments will be linked to core subjects such as Mathematics and TWAU. From Class 6 onwards, evaluations will focus on project presentations, assignments, reflective journals, and assigned tasks. Teachers need to create clear and consistent rubrics to evaluate student performance, ensuring consistency and clarity in the assessment process. CT forms the basis of learning AI. So, the curriculum will begin with an introduction to CT and deepen it as we move through the stages. Al is introduced later, once the pre-requisite knowledge of CT is built for understanding AI. Implementation across classes follows this principle of a phased approach. Thus, for Classes 3-5, Mathematics and other subject teachers will deliver the CT syllabus. For Classes 6-8, the curriculum entails advanced CT, interdisciplinary projects and basic concepts of AI. This requires collaboration among teachers of various subjects. Resources: For effective implementation of the curriculum, supportive materials such as teacher manuals and resource books have been provided. There will be flexibility for schools to choose the platform for executing projects and assignments, without being tied to specific software or technology. The curriculum framework recommends harnessing the potential of free and open-source tools to ensure accessibility and adaptability for all institutions. Students' and Teachers' Resource books for course on Computational Thinking and Artificial Intelligence (CT&AI) for classes 3rd to 8th To access the Curriculum Framework, click here.