Through an increased focus on computing and computational concepts in the school curriculum the Nordic and Baltic countries are preparing to equip themselves to explore the opportunities that Industry 4.0 and beyond can offer. Realising this vision has inevitable consequences for the curriculum in compulsory schooling (preschool to year 9) as new scaffolding for the development of new competencies is needed, and adapting to technological change involves also integrating Computational Thinking topics and skills, as well as elements of programming and digital literacy into existing curricula. The Nordic countries (Finland and Sweden) have chosen not to create a new school subject, advocating the integration of these skills and competencies into existing subjects such as Arts and Crafts, Language, Mathematics and Technology. In contrast, the Baltic countries emphasise introduction of a subject called Informatics in which programming and Computational Thinking skills and competencies are intended to be developed. This paper provides an analysis of approaches taken to scaffolding access to Computational Thinking in the Nordic and Baltic countries.