<p>As computing has become an integral facet nowadays, it is embedded in a wide range of subjects and school activities, and many countries have made computing education (CE) compulsory. However, CE teachers face challenges due to the rapidly expanding field and limited school days. Structural approaches to subject matter knowledge (SMK) and educational objectives could be effective strategies, but direct application to CE is limited. To support effective learning, teachers need assistance in integrating and reconstructing CE curriculum and materials to suit their classrooms. This study aims to propose structures for knowledge, skills, and attitudes in secondary CE. The drafts were derived from literature, and the Delphi method and in-depth interviews were used for validation. As a result, the structure of knowledge was categorized into three hierarchies and four components according to the transferability and disciplinary scope of knowledge. The structure of skills was divided into three components, based on the structure of knowledge. The structure of attitudes was classified into two components according to the characteristics of the affective domain. They provided descriptions and additional information specific to CE. The study is noteworthy in that it combines and reorganizes structural approaches that are commonly used from the CE’s perspective. The most immediate contribution is that it provides a structural framework for CE teachers to understand and use the CE curriculum and SMK, adapting to changing curriculum and materials. It also provides implications for policymakers and support for interdisciplinary CE approaches. Future work includes developing templates, workbooks, and case studies by school levels and strands, as well as further studies on CE knowledge itself.</p>