Students often exhibit deficits in essential problem-solving skills, such as abstraction, analysis, pattern recognition, and decomposition. These skills are particularly crucial for those pursuing Computer Programming (CP) courses. Computational Thinking (CT) can play a key role in mitigating these deficits when introduced early in the curriculum. To systematically define how CT should be developed across different school years, we propose an ontology-based framework for CT curriculum design. Our ontology consists of four interconnected layers: (1) a structured description of the CT and CP domains; (2) a mapping of CT/CP concepts to specific school years; (3) identification of appropriate Learning Resources (LR) for each stage; and (4) integration of Neuroeducation Guidelines, linking them to the selected LR. To illustrate the applicability of this approach, we present a case study demonstrating its practical implementation, with a detailed curriculum plan for years 1 and 2. This structured methodology aims to provide educators with a clear, research-backed framework to enhance CT education from an early age.