Informatics in Schools: Why, What, Who -- and How to Initiate Change?

Informatics in schools is in a different situation in each country, whether barely present or fully integrated into a national curriculum. In this position paper we discuss the reasons (''why'') behind teaching informatics to all students (''who''), the shape that this should take (''what''), and offer case studies of two countries that have implemented it in differing ways (and to differing extents): England and Denmark, including ''how'' they initiated this change. We find that although England has been successful at introducing informatics at all ages, it is very programming focused. Denmark offers a more rounded curriculum suitable for all students, but progress has been slow at implementing it nationwide. Important issues of equity remain unsolved and overlooked, especially around special educational needs and disabilities.