We propose ‘threshold skills’ as a complement to threshold concepts. The definition of threshold concepts assumes that theoretical knowledge is paramount: gaining the understanding of particular concepts irreversibly transforms the learners.

Mastering computing, like many disciplines, however, requires learning a combination of concepts and skills. Mathematicians learn to do proofs, musicians learn to play their instruments, and martial artists learn to make moves by doing these activities, not just intellectually understanding them. We propose some characteristics for threshold skills and outline implications for teaching and for future work.