Teaching is more efficient if the students are more active, but practical work is still the least represented in the school. Active forms of teaching encourage high motivation among students and represent the foundations for successful learning. Knowing the importance and meaning of the practical work in the education of students and the fact that the most of the curriculum is learned through the methods of practical work, this graduate work was made in order to determine which practical work was used in teaching and how teachers evaluate them. The thesis consists of two parts: theoretical and methodological. The theoretical part of the paper analyzes the main concepts and the importance of practical teaching work that allow students to develop different thought operations, and interest in studying natural, but also social phenomena and events. Practical work should become an integral part of the learning process at all classroom hours as abstract features, because in that way it will be better known and learned, and students will be active involved in the process. Students will better understand the causes and consequences of individual processes, events and show greater interest in natural-social content if there is a combination of practical work, simulation and play. The methodological part of the paper shows in which classes the teachers introduce practical work, and which practical work is used in which subject, and also on what are they paying attention when they evaluate practical work, who is paying for accessories for the class, how the teachers evaluate the practical work (the grades), how often they use practical work.