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Notes -
If I was trying to reach students at the elementary level, I'd probably build out things from the Usborne computer books from the 1980s. I remember endlessly rereading these books at the school library, and even looking back over Introduction to Computer Programming now, it is still an excellent introduction to what a computer does, how it executes a program statement-by-statement, etc. Many activities could be made into craft exercises, covering the essential ideas without having to deal with any particular programming environment.
As for university, I see far too many "introduction to programming" courses attempt to "teach programming" without giving students any idea of what the language even means. How are they supposed to solve problems with code if they don't understand what the computer does with that code? The language needs to be simple enough that this can be done in at most two lectures; scheme is simple enough that you can have a decent go at this.
Types should be introduced early, because "what sort of things go into this function, and what comes back out?" is a really important question to ask when designing a function, and it allows machines to (partially) check students' work, instead of an over-worked TA in a lab session. The programming environment probably has to be interactive and graphical, because those damn zoomers barely know what a file is these days, and we don't have time to teach them how to drive a shell.
My best guess is something like SICP, taught using DrRacket, and moving to Typed Racket ASAP. Replace the hardcore EE/CS examples with simpler problems to solve, since students aren't coming in with as much mathematical sophistication and we're going to be asked to teach a cohort that's not all headed into Engineering/CompSci, and probably borrow some pedagogy/scaffolding/recipes from HTDP. Bring in some of the cool CS stuff once students know how to actually program; you want to show at least some amazing CS ideas so that you hook the people who are susceptible to such things.
Disciplined ways of structuring programs make more sense once a student has made a few big messes, so discussions of coupling, modularity, and so on can come later. But they must not be left for too long.
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