Coding in schools
When I went through the school system in the 1980s, PCs were relatively unheard of, as were ICT suites. Instead, most classrooms had a BBC micro in the corner, and pupils would take it in turns to use it, doing simple word processing in English lessons or LOGO!
I only remember the computerised version (without attached floor turtle), although there were computer-controlled turtles available that could be programmed from the computer, or standalone turtles such as the "Roamer" which didn't require an attached computer, but had keys to enter LOGO-style commands mounted on top of the shell (just below the hole for a pen).
That can get pupils thinking in terms of logic and pre-planning sequences of actions beforehand.
However, the skills seem to have migrated upwards in age - a few years ago, writing a set of instructions for "making a cup of tea" were part of the KS3 curriculum. It's also typically KS3 where they first encounter the likes of Access and Excel, and whatever resources are used to teach them seem to turn a lot off - I had a brief spell as a secondary ICT teacher a few years back and discovered most pupils had a preconception before the first lesson that spreadsheets and databases were hard. Never mind simple control systems (which was a shared topic between ICT and D&T).
Ideally, introduce them to the concepts as early as possible, build on them in a variety of different contexts (i.e. not just as part of dedicated ICT "Now we're going to learn to program a computer"), build on them in computer clubs etc. so that by the time they reach secondary school, most aren't afraid of computers and a significant minority will be sufficiently interested in them to do computer science (as opposed to half a dozen different varieties of "Useless Qualification In Using Microsoft Office")
Find contexts that genuinely interest pupils, rather than an exam board's idea (e.g. the infamous DiDA "Five a Day" SPB), but perhaps more importantly encourage them to think for themselves across the board - DiDA was a nightmare to teach because pupils were too used to being "spoon fed" in other subjects, so expected everything they needed to be done handed to them on a plate. They couldn't understand the concept of spending even half a term doing preparatory work which would not contribute directly to their exam grade (the actual syllabus calls for 2/3 of the year to be spent building the skills, so the remaining 1/3 can be spent on the project itself. Needless to say, the school I was at's preferred approach was a 1/2 term overview, followed by the project, which was effectively spoon-fed them. Marking down previous assessments of the pupils' work (because it didn't meet the exam board's criteria) was frowned upon, and I'm pretty sure the other teachers completely ignored the guidance that stated that the more help you give pupils in their project, the lower the mark they get. That's before the unhealthy concentration on those targeted C+ but currently achieving less, and catch-up sessions at lunchtimes, after school, during holidays...
Of course, the main problem with implementing a decent approach to ICT is that the vast majority of teachers don't have much experience with it themselves. After all, you have to find someone who not only understands IT and is qualified in it, but has the desire to teach and the right personality - not only to inspire and motivate the pupils but to grab their attention within five seconds of entering a classroom (especially the disaffected) and holding that attention until the end of the lesson.