Computational thinking (CT) is often defined as multifaceted which, on the one hand, allows researchers to embrace its complexity but, on the other hand, blurs the possibilities of its teaching. Although many models shed light on the multiple dimensions of CT, few studies investigate the benefits of combining such models when a teacher orchestrates in-class activities aiming at developing students’ CT. This position paper aims to fill this gap by describing and analysing how a teacher can base the orchestration of a pedagogical scenario on three different models: Komis et al.’s model to design ER activities in co-creative problem solving, Sentance et al.’s PRIMM model to scaffold the students’ tasks, and Chevalier et al.’s CCPS model to unscaffold the learning activities.