This paper presents a co-design project in a school with 16 children ages 10 to 11 in which three learning goals were defined upfront: creativity, empathy, and collaboration. The first part of the paper demonstrates how these co-design skills were implemented through an iterative process of explanation, practice, reflection, and application. Based on the results of post-interviews and short questionnaires, the second part discusses children's assessments of these skills. Whereas children reported fluctuations in applying these skills, the findings show an overall positive trend towards the end of the project. In future work, these findings will be triangulated with observational data.