The aim of this thesis was to provide an overwiew of the learning outcomes that can be realized through sensory and experiential learning in the third and fourth grade od elementary school, through a content analysis of the Nature and Society curriculum of the Republic of Croatia and the Republic of Slovenia. The content analysis includes educational outcomes in the Republic of Croatia and operational goals in the Republic of Slovenia, the number of hours of subject Nature and Society in the total annual and weekly lessons, and also the subject names in each country. From the Croatian Curriculum of the teaching subject Nature and Society for elementary schools, a proposal for realization through sensory and experiential learning was also given in the form of a activity outcomes, which were derived from the elaboration of outcomes for the third and fourth grades. The analysed learning outcomes and operation goals from the curriculums of the two countries indicate that sensory and eperiential learning have an important place in learning about the content of Nature and Society. The subject Nature and Society plays a major role in the Croatian and Slovenian educational system, because they place the student at the center of learning, encouraging him to actively acquire knowledge through observation, discovery and research, and this is also the idea of modern teaching of Nature and Society.