A Guide for Kumon Parents

Supporting your child’s development

 “What we care
about most is each
individual child.”

Mr Toru Kumon

Contents:
The history of the Kumon Method.................................................................... 3
Our approach.................................................................................................... 5
Your child’s journey to completing the Kumon programmes.......................... 8
- Familiar stage............................................................................................10
- Discovery stage.........................................................................................14
- Enrichment stage......................................................................................18
What it means to be a completer...................................................................21
The programmes.............................................................................................22
Partnership......................................................................................................24
Marking maths work at home.........................................................................28
Marking English work at home.......................................................................32
Let’s plan your child’s individualised Kumon journey....................................40
Rewards along the way..................................................................................42
The history of the Kumon Method

Back in 1958, a secondary school maths teacher

named Toru Kumon founded what was to become
a worldwide organisation. Out of a heartfelt desire to
help, he began to promote a programme designed
for his son to study, by himself, advanced level
mathematics.

Before long, many parents discovered that it wasn’t

just maths skills which children could improve Takeshi Kumon, Toru Kumon’s son
through studying with the Kumon Method. They
could also develop invaluable self-learning skills;
life skills that would see them through to being
confident, capable adults.

Over the last 30 years, the philosophy and approach

of the Kumon Method of learning have also been
applied to native and foreign languages.

Today, over 4 million students around the world are

learning with the Kumon Method.

The first Instructor and his very first

student

3
4
Our approach

Kumon is all about learning, not ‘teaching’ in the

conventional sense. Our approach is different.

We pursue each individual’s potential by nurturing

their self-learning skills. We don’t spoon-feed
students with knowledge, as we don’t want them to
learn to become dependent on – or limited by – the
skills and knowledge of others.

This is the best long term approach.

Our outlook goes far beyond school life. We are

thinking of the young adult your child will become.
Through the maths and English programmes, we want
to nurture your child’s independent study skills, so
they can apply this confident approach to everything
they do – be it in their future studies, or work life. To
reap these rewards, a long term commitment from
their family is absolutely essential.

“It’s our job as educators not to stuff knowledge into children as

if they were merely empty boxes, but to encourage each child
to want to learn, to enjoy learning and be capable of studying
whatever he or she may need to or wish to in the future.”
Toru Kumon

5
 “There is a limit to how much one can teach, but there is no
limit to how high one can advance through self-learning.”
Toru Kumon

Pursuing potential

At Kumon, your child’s work is individualised

according to their needs and ability. When they attend
the study centre, they are observed so that they can
be supported and guided towards not only the right
answers, but also the right study techniques.

We want your child to study at a level where they can

concentrate and be motivated, allowing us to increase
their ability and desire to learn independently. We
want your child to feel there are no limits to what
they can do and that they needn’t be dependent on
others.

6
 Having no limits to learning

t
en
c hm
ri
En

From this stage your child

3-

is studying as a self-learner,
taking ownership of their work and
Step

beginning to realise their potential.

e ry
ov After your child has
sc

gained these skills, they

Di
2-

are ready to take on the

challenge of discovering new work
Step

(i.e. work they haven’t yet been taught).

ar
ili
m

First we cover familiar

Fa

ground, to build up a daily study

1-

habit and strong study skills as a

Step

springboard to future learning.

7
Your child’s journey to completing
the Kumon programmes

completion

new concepts

t
en
m
h
ric
En
y
er

LEVEL SCHOOL LEVEL

ov

OF
sc
Di

STUDY
ar

studied concepts
ili
m
Fa

starting point

TIME

8

Your child follows their own path of
study. They may move through the
programmes at a different pace to
other children in the centre, but what
they have in common is that they start
at what we call an ‘easy starting point’.
Your child then moves into the realm of
new work and faces the challenges this
raises, ultimately moving on to
independent study.
Note to parent:
Ensure that your child does
their worksheets on a daily
basis, rather than letting
them pile up and doing
them all in one go. This will
give them momentum and
make a huge difference with
building stamina and
concentration.
9
Familiar stage

completion

new concepts

t
en
hm
ric
En
y
er

LEVEL SCHOOL LEVEL

ov
sc

OF
Di

STUDY
ar

studied concepts
ili
m
Fa

starting point

TIME

10

This is the first stage, where we
focus on building your child’s
ability and laying the groundwork for
the whole Kumon journey. This initial
phase acts as a springboard to
reaching, and being able to cope with,
new work.
Note to parent:
Set a good example for
little ones by reading
instructions to them until
they can do it for
themselves. Make sure your
child follows the instructions
on the worksheets exactly,
including any notes.

From their easy starting point, your

child covers ground they are already
comfortable with, so that they can build
up study skills to take them on to the
next stage.

Good study skills are essential as they

enable a smooth transition to new work
and make learning new things by
themselves that much more
sustainable for the long term.

11
Developing ability to allow your child
to become an independent learner

Ability means not just the academic strengths (maths

or English subject content) but also the wider ability:
everything which enables your child to progress and
become, in time, an independent learner. This is
something we can positively impact.

During the familiar stage, the worksheet content is

deliberately not difficult. This is so that your child can
complete the worksheets without a struggle, and in
this way we can focus on building vital study skills
such as:

• working at a steady rhythm

• reading and following instructions
• keeping concentration on the worksheet
• sitting with good posture

These accordingly bring about a positive attitude

and an enjoyment of study, coupled with growing
stamina and perseverance. Fundamentally, they help
your child to cope when they get to the next stage of
tackling brand new work.

Note to parent:
As a parent, you
can actively support
your child’s growing
independence.
For more tips, see
pages 26-27.
12
 What happens if we don’t
develop ability right at the start?

Child 1 Child 2

POOR STUDY SKILLS STRONG STUDY SKILLS

Slouching, stopping midway, Sticking to the task, keeping
daydreaming… up momentum, good posture…

Experiencing the challenge of new work for the first time

OVERCOMES
STRUGGLES
Tries first instead of asking
Seeks help, doesn’t feel
for help, feels confident, feels
confident, feels demotivated
motivated, keeps going…

More new topics

Struggles more
Experiences many
Needs more and more help to
“I did it!” moments
cope with their work

DEPENDENT INDEPENDENT
What we don’t want What we want

13
Discovery stage

completion

new concepts

t
en
hm
ric
En
y
er

SCHOOL LEVEL
ov

LEVEL
OF
sc

STUDY
Di

studied concepts
ar
ili
m
Fa

starting point

TIME

14

Your child’s potential starts to develop
when they study new, unfamiliar
work. They get to learn new things for
themselves without relying on someone
else for the input.
With their newly gained study skills,
your child is now ready to experience
previously unknown topics. They learn
by following the examples provided
on the worksheets and from any
corrections they need to do.
Note to parent:
If your child gets stuck at
home, don’t automatically
give them the answer.
Ask them to re-read the
instructions and the
example, and to talk you
through a previous question
they have answered. How
can they apply the same
approach to the question
they are stuck on now?

The move into the discovery stage

doesn’t happen overnight. There may
be a period of time where your child
fluctuates between new and known
concepts, but this is to be expected.

15
Experiencing the challenge of
new work is instrumental in
becoming an independent learner

Your child is now entering new territory.

When faced with a challenge, the easiest and

possibly most natural reaction is to back away and
ask for help. Here the role of parent and Instructor is
to boost your child’s confidence and determination.
We want to instil in them a sense of “I can do this!” so
that when faced with new content they are willing to
give it a go.

It is important your child uses all the tools they have:

• Are they utilising knowledge acquired from

previous worksheets?
• Are they following the steps outlined on the
worksheet?
• Have they read the examples?
• What are the instructions asking of them?
• Are they making use of the hints given on the
worksheets?

16
Note to parent:
Ask yourself…
• Can you see their sense of
independence growing?
• Are they now facing a
challenge and thinking,
“I’ll try”?
• What amazing things will
they discover about their
potential if they take
another step?

17
Enrichment stage

completion

new concepts

t
en
hm
ric
En
y
er

LEVEL SCHOOL LEVEL

ov
sc

OF
Di

STUDY

studied concepts
ar
ili
m
Fa

starting point

TIME

18

The true value of Kumon is experienced
only after reaching this stage.
Note to parent:
Remember, there shouldn’t
be a need to ‘teach’ anything
at home as the worksheets
themselves do that.
Every question and every
worksheet builds on the
one before.

By experiencing, tackling and

overcoming challenges, your child
learns to be reliant on their own skills
rather than on others. Perseverance is
a key life skill they gain and it’s what
takes them through to completion of the
programmes.

At this stage, your child takes ownership

of their learning and sets their own goals
as they move towards completion.

19

16 year-old Nicole James attends the
Tadworth Study Centre, where she has
been studying maths for around eight
years. Five years ago she enrolled on
the English programme, and it didn’t
take long for her family to notice
improvements there too. With her
Instructor Louise’s support, Nicole
worked in advance of her school level
and has now completed the entire
Kumon English Programme, covering
complex topics like précis, critique and
analysis of texts.
20
Nicole says:
“Throughout my Kumon
journey I really enjoyed
reading the extracts of great
classics such as Jane Eyre
or extraordinary plays like
Hamlet. The programme also
had a noticeable effect on my
school work as my teachers
started noticing immediate
changes in my writing. For
me, what makes the Kumon
English Programme so unique
is that it teaches you critical
skills. The element that I
found most valuable was the
deep analysis of a number of
texts, a skill which is essential
at GCSE for English, English
literature, drama and many
other subjects.”
What it means to be a completer

At Kumon we believe that there is no cap or limit to

anyone’s learning. Our aspiration is for every student
to experience the achievement of completing the
programmes.

A completer embodies everything that Kumon can

realise for your child. This is not just because they
have reached an advanced level of calculus, or are
able to give a critical analysis of advanced texts, but
even more invaluably because they have become a
self-learner, motivated and equipped with the skills
and abilities to tackle challenges in life, in school and
beyond.

Angharad Crabtree, 16, from the

Barrow-in-Furness Study Centre has completed
the Kumon Maths Programme. She says:

“I’m very happy to have completed the Kumon Maths

Programme, as it has helped me very much in my schooling and has
given me more confidence in other subjects as well. For A-level I’m
going to do English language, English literature, maths and further
maths, as I feel very strongly about these subjects. I am planning to go
to university and do a degree in English, law or accountancy, and I feel
Kumon has been a large contributing factor towards these ambitions
and aspirations.

I would most certainly recommend Kumon to others, and when I have

children I will definitely be enrolling them from an early age, as I have
seen clear proof that it’s very successful!”

21
The programmes

In the Kumon programmes the worksheet is the ‘teacher’, so you should

encourage your child to read and follow the printed instructions and examples.
Of course, maths and language skills go hand-in-hand, and it is ideal if both
subjects can be studied together.

Here is a useful outline of each programme:

Maths O
Calculus
N
The maths programme leads students
from the very basics of numbers to M
the mastery of arithmetic, algebra L Functions
and calculus without the use of K
calculators. J
I
With arithmetic and algebraic Basic algebra
calculations, you shouldn’t feel that H
you need to teach your child the G
method of calculation which you F
Fractions
yourself learned; there are examples E
printed on the worksheets for the D Multiplication,
student to read through and follow. C division and
If in doubt, please speak to your B vertical methods
Instructor.
A
2A Number writing;
mental addition
3A and subtraction
4A
5A
Counting and
6A
pencil control
7A

22
English L
K Critique
The English programme aims to
develop students’ ability to read and J
understand a wide variety of texts, and I
to nurture a life-long habit of reading H Summary
for education and enjoyment. G
F
Ensure you are listening to your child Paragraph
reading at home each day, both E
building
from the worksheets and from other D
texts. Encourage them to expand the C
Sentence
quantity and range of what they read B
building
by giving them access to plenty of A
books. 2A
The Kumon Recommended Reading 3A
List is a guide for you to use to explore 4A Word
new texts with your child and to help 5A building
them read ahead of their worksheet 6A
level. 7A

23
Partnership

What your Instructor will be doing in class

Throughout your child’s Kumon journey, the Instructor sets work at the right
level of study in order to pursue their potential.

At the centre, the Instructor will:

• Observe your child working (the development of their study skills, how they
handle new work, the ease of their corrections and their growing maths and
language proficiency).

• Give feedback and guidance based on these observations to help build your
child’s academic and self-learning skills.

• Set medium and long-term goals in consultation with your child and make a
study projection to achieve these.

24
 Note to parent:
As your child progresses through their
Kumon journey, you can increasingly step back
and allow them to take charge. Our common
goal is to ultimately entrust to your child the full
responsibility and independence of their learning.

Independent
Learner

Learning
& Support

Parent Instructor

25
What you will be doing at home

Outside the centre environment, your child needs to be encouraged to stay on

track and pursue their goals.

At home, you will need to:

• Keep things positive and show your child you’re

there to support their learning for the long term.
When they sense that you’re committed, they will
be less likely to give up easily.

• Create quiet, clear surroundings for your child to

work in so they can give their full attention and
complete the worksheets to the best of their
ability.

• Encourage your child to sit down promptly at a

scheduled study time, and then to work without
distraction: once they pick up their pencil they
should not put it down until they have finished
their day’s assignment.

• Make sure your child always writes their start and

finish times on the worksheets.

• Mark your child’s worksheets every day so they

have the chance to do any corrections there and
then. Corrections should be something to learn
from rather than something negative. If they leave
them to do later they could be making the same
mistakes over and over, or they could have
forgotten their original train of thought.

26
• Recognise and praise any improvements you
notice, however small, such as reading the
instructions properly or trying to work something
out before asking for help. Try and give
unconditional but specific praise, e.g. ‘I like the
way you worked that out for yourself’, not just
‘Well done for finishing it all’.

• You are the eyes and ears at home, so please

inform your Instructor if you have any concerns
about your child’s work or think there is anything
they should be aware of.

• Please also inform your Instructor of anything that

might impact your child’s studies, for instance
forthcoming holidays, extra homework from
school, additional commitments etc, so they can
take these into account and discuss how to
maintain smooth progress.
27
Marking maths work at home
Worksheets
Sets Each worksheet has
Booklets of
an a-side and a b-side;
ten worksheets
every worksheet has a
(e.g. A21 to A30
number from
is one set).
1 to 200.

Levels Topic Blocks
Each level has Topics are made up
a letter name, e.g. A of sets covering the same
(except the early levels learning area, spanning
7A to 2A). The maths a range of increasing
programme has 21 difficulty, e.g.
levels. addition.

A correct side is marked with a big circle. Errors are marked with a small circle
around the question number. Grade each worksheet according to the number of mistakes.

This
student has
corrected
the
answer for
themselves
whilst
doing the
worksheet,
so this is
marked as
correct.

28
Examples
We can learn a lot about the student’s understanding from the nature of their work and errors.

29
Maths practice exercise

30
 For use during enrolment session

Using the answer book, practise marking these worksheets!

Your Instructor will guide you.

31
Marking English work at home
Worksheets
Sets Each worksheet has
Booklets of an a-side and a b-side;
ten worksheets every worksheet has a
(e.g. AII61 to 70 number from
is one set). 1 to 200.

Levels Topic Blocks
Each level has Topics are made up of
a letter name, e.g. A sets covering the same
(except the early levels learning area, spanning a
7A to 2A). The English range of increasing
programme has 18 difficulty, e.g. sentence
levels. construction.

A correct side is marked with a big circle.

Errors are marked with a small circle around the question number.

32
Examples
We can learn a lot about the student’s understanding from the nature of their work and errors.

33
English practice exercise

34
 For use during enrolment session

Using the answer book, practise marking these worksheets!

Your Instructor will guide you.

35
Maths practice exercise – answers

36
37
English practice exercise – answers

38
39
Let’s plan your child’s
individualised Kumon journey

completion
Maths
new concepts

t
en
hm
ric
En
y
er

LEVEL SCHOOL LEVEL

ov

OF
sc
Di

STUDY
ar

studied concepts
ili
m
Fa

starting point

TIME

Name: ________________________________________________________________
My starting level is: _________
My discovery stage may start around level: _________
This is when I will start to use my new independent learning skills.

40
 For filling in during the enrolment session.

completion
English
new concepts

t
en
hm
ric
En
y
er

LEVEL SCHOOL LEVEL

ov

OF
sc
Di

STUDY
ar

studied concepts
ili
m
Fa

starting point

TIME

Name: ________________________________________________________________
My starting level is: _________
My discovery stage may start around level: _________
This is when I will start to use my new independent learning skills.

41
Rewards along the way….

Homework boxes
Your child will receive a different colour box
with each year of Kumon study, culminating
in a special award folder in their sixth year.

Achievement
certificates
At the end of each level, your
child is awarded a certificate.

ASR certificates
When studying at an advanced level
for their age, your child is awarded a
Bronze, Silver or Gold ASR (Advanced
Student Roll) Certificate. Please ask
your Instructor for more details.

G League and level awards

When your child starts level G, they move
into higher-level study and a step closer
to completion. There are gifts and awards
they receive at levels G, I and L to reward
their perseverance and encourage them on
to completion.

42
Completion certificates
On completion of the programmes, your child has the
opportunity to receive their certificates on stage at
a large-scale celebratory event.

“Kumon has provided me with

a platform for future learning and
success, whether at A-level (I’ve just
started to study maths, further maths,
economics and politics) or at university. It has also
added to my general enjoyment and love of learning,
in maths and across the entire academic spectrum.
Without doubt, Kumon is preparation for life!”
Thomas Hill, Thames Ditton Study Centre

43
 Centre details:

kumon.co.uk
44
The material used for this publication is from accredited, well managed sources kumon.ie
committed to environmental sustainability, and printed using vegetable oil based inks.