How is long division taught in primary these days?

[Tiggles]

DS1 is in year 6 and trying to do his homework - what I would think of as long multiplication and division. It gives an example of how to do long multiplication so I have been able to show him how to do it - writing the sums out in grids and then adding all the numbers together.
e.g. 3584*70
703000=210000 70500=35000 7080=5600 704=280
210000+35000+5600+280= ...

But the long division question doesn't have an example, he doesn't have a clue how to do it. I know how to do long division '1980's' style, but looking at the way he had to do the multiplication I guess it is taught differently now.
Can anyone point me in the right direction, as each method I have thought of to show him he has shown a blank face?
Thanks.

Does this help? long division bus top method?

Number lines, then when confident usually move on to chunking, if you google search there should be some good sites to help

Several ways. The idea being that the children become familiar with a few ways of doing it, then choose one to use based on the context, the numbers involved or their own confidence in a particular method.

Using the bus stop method requires a good understanding of division, especially remainders, so before that comes the 'repeated subtraction' method. E.g. 126/6. 10 x 6 =60 10 x 6 = 60 1 x 6 = 6 so the answer is 10+10+1 = 21.

Thanks for those, bus stop method is how I would do long division, so I can show him that confidently then that I'm not teaching him 'the wrong way'/
I tried the subtracting method, but he was struggling slightly. He would be able to do that easily if the divisor was a number less than 10, but because the divisors were large numbers he didn't know the times tables for (And maths isn't his strong point) I think he panicked.
I'll practice some with him tomorrow.

Finbert, how do you do it on a number line? e.g. a sum like 342/18 would you just mark in 10s onto a line because surely it takes forever to draw a line everytime you have a sum, or would you provide a 'reusable' line? Do you just count back 18 each time, making a tally chart of the number of times?

We teach 342/18 on a number line, but by counting up.
So 1st step 10x18= 180 1 jump to 180
2nd step 5x18 = 90, so another jump to 270
3rd step 2x18=36, so another jump to 306
4th step 2x18=36, so another jump 342.

Altogether 19 lots of 18, hence answer is 19.

Children can choose how big to make the jumps, you could jump up in steps of 1x18, but it would take a long time! Children soo find that it's quicker to jump up in 10 lots or 20 lots etc.

Aha! Thanks :)

Sorry just logged on again but prettydaisy has made a great job of explaining!