In our research, we wanted to determine if the new curricula, which are implemented in the primary school for a trial period, influence the execution of the educational process, especially the methodological aspect - the planning of approaches, classroom interaction, material and strategies, and the interdisciplinary approach. We were also interested in whether there are any differences in planning and the actual performance of the educational process among teachers who teach in the "old" primary school (which includes children who started to learn in the school at the age of 7, finishing at the age of 15; the "old" curricula is still used in this case), and among the teachers who teach in the "new" primary school (children enter the new school at the age of 6; in this case the new curricula is used for an experimental period ). In the research 429 teachers were included: 247 teachers who teach in the "old" primary school and 182 teachers who teach in the "new" primary school. The data were collected on the basis of an anonymous questionnaire. In our research we have used a descriptive method of the research. On the basis of the teachers' answers in the questionnaire, we have discovered that the planning of the lesson slowly leads from the transmission model to the process-oriented concept of education. Comparing the answers of teachers who teach in both schools, we discovered that there are no statistically important differences.