This research is about how design education and design thinking can support the development of agency in children aged 10 and 11 in primary education. As part of the theoretical background, the literature review first provides information about design, design skills, design thinking, design as a human activity, and key elements within design education. Secondly, it explains information about agency, how it is developed, and the different dimensions and components. This is a research through design, which means that the design is both the subject and object of the research, where the design itself, in this case an educational service, is the instrument of research. In terms of methodological and scientific rigor, action research is used. The aim of this type of research is to improve the design practice starting from the educational context of the research itself, primary. As a design teacher, in this case in primary school, I have seen the benefits of design education in an early stage of human development, and the ways students make sense of our artificial world while acquiring lifelong design skills. Nevertheless, the benefits of this approach within a curriculum are not offered, nor documented, as often as one would prefer. Therefore, my interest is to open this door to discussion, development and improvement of our practice as designers and design educators. This research was conducted in the primary section of a Colombian international school with fourth grade students and teachers. Through participatory methods and co-design, we developed toolkits to guide the students on the development of the PYPx (Primary Years Programme Exhibition: Student led final project of the primary program). By the inclusion of design thinking and design education methods, we focused on the agency development of the students throughout all stages of their project.(Texto tomado de la fuente)