Now that the summer term is here and we have an idea of what works and what doesn’t work in terms of our days, I’ve decided to try and plan a week in advance. Theo’s school send some fantastic task ideas home and always give us plenty of guidance, so I am planning based on their guidance and making my own resources where necessary. 

I thought it might be helpful to share what we do here, ideally in advance of each week. Hope it helps! 


I have decided to keep with including English and Maths for between 30 minutes- 1 hour a day. I’ll detail below what it is that we do during those sessions but essentially each day is the same as this has worked well for us. The focus for each week is set by Theo’s school (this week it’s vocabulary for English and quantities for Maths. 

On top of those subjects, we will focus on other subjects including them as and where they fit in. We like to end the day with something Art based, even if it’s just colouring in. 

We always start the day with some form of exercise whether it’s a youtube video or running around in the garden.

Aside from academic skill, I’ve decided to try and teach Theo a ‘life skill’ each week/fortnight. This week I’ve chosen ‘telling the time’.

We have also gotten into the habit of choosing a friend each week to write a letter to. We then walk to the post box as part of our daily exercise. 


girl, english, dictionary

English Sessions

  • English consists of:
  • writing both names concentrating on letter formation
  •  watching Ruth Miskin’s Phonics
  • a spelling test of 5 words which contain today’s new sound
  • Visiting Phonics Play and playing ‘tricky word’ games 
  • Completing our school specific task linked to that week’s topic
abacus, calculus, classroom

Maths Sessions

  • Maths consists of:
  •  Completing several sessions on My Maths Factor
  • Writing or answering one number sentence
  • Writing or ordering numbers 1-20 using a whiteboard/flashcard 
  • Completing our school specific task linked to that week’s topic


resources and activities


  • TWINKL parts of a flower, print and label diagram talk about the functions of each part. 
  • Go outside and compare your diagram to a real flower
  • Create sensory word bank linked to Spring, do this in the back garden or as part of a nature walk
  • Complete and decorate acrostic poem (resourced below) using words or sentences about Spring
  • Perform/read out poem for other members of the family

Theo then started asking questions about bees, pollen and honey so we watched this together. 


  • More or less truck TWINKL sheets
  • Created an estimation station which we will change daily. Add a number of items, each family member estimates how many are in the jar and writes down their guess
  • Children can then count how many items are in the jar
  • Closest guess wins a prize!



Some really simple worksheets encouraging children to form simple sentences using words from their labelled diagrams. A simple sentence is a sentence that contains only one verb (doing word/action). 



wEEK 3

This week Theo’s school have suggested that he works on spellings of different words encouraging phonetic spelling and independent identification of sounds within words. They are then working on reinforcing addition in Maths. Here’s our schedule, which again is more for my benefit. We are very much going with the flow and not pushing anyone into any work, some days are more successful than others!


Here are the resources that I thought fit into this week as Theo is really into superheroes at the moment. 

Activity ideas

Week 4

This week we wanted to work on polysyllabic words so that Theo could practise reading them and feel more confident with ‘sounding’ out a word’s syllables. We cut two toilet rolls in half and wrote the different syllables onto each section. We focused on various animals: caterpillar, hippopotamus, crocodile, elephant. As Theo became more confident, I mixed them up and asked him to spin each and to spell the words which he enjoyed. We did the same activity for a few of the new sounds, especiallly focusing on split digraphs and we strung them together using string so that he could keep practising with this one over the course of the week. 


I also wanted to introduce subtraction now that he is more confident with addition so I made pull apart number lines to help him with this. This was so easy to do using recycling, I just cut little tabs (the same amount as the first number), drew a dot on each and asked Theo to rip off the number that needed to be subtracted, he then counted how many were left and wrote the number/answer. 

Thirdly, we are onto the next phase of  tricky words and he’d asked if he could ‘egg smash’ again! See pictures below.