Eandz, going to shoot straight here with my pov (hope not too bluntly), but even for an American baby, that is too much in the way of organised activities for a 2 year old, and one who has just turned 2 at that, and especially one whose speech may be a bit delayed.
(I had all my DCs in the US and oldest went right through school there, is now in university. I know how it goes with the class for this and the class for that and the anxiety about your child falling behind. Plus the fact that going to different classes is just about the only way a sahm can actually meet up with others in the same boat. The climate where they were all babies meant you would be cooped up indoors for weeks at a stretch in the winter if you couldn't get out to something with the DCs, and the temptation to fill in those long blank days with activities, just to try and talk with another adult for a change, was very strong.)
There's yoga, football (soccer?), music, music and rhyme, as well as the flash cards -- does he really need all of this?
Do you yourself feel anxious and need a structured day, need to discuss the schedule with him? What is it about an unstructured day that would drive you loopy? I am intrigued that you have such a precise idea of when he finishes eating on Tuesdays and Thursdays (6:10). Do you check the clock or time him? (This reference comes on top of the reference in an earlier post about timing the playdoh experience, plus the comment about calculating travel time, so it caught my eye).
I am also intrigued by the idea that he gets a 'fun day' once a week (Wednesday).
I can see music, listening to tone and sounds, etc., and maybe the flash cards being useful for a speech delay, and it's nice to get together with the other children and their caregivers, plus they get the chance to speak to each other, play in a relaxed and 'flowing' way.
I don't see opportunities at home for getting his hands wet, muddy, covered in finger paint, playing at a water table or digging in a sandbox right there at home. Maybe he gets a chance to do this in the park? Just offering the playdoh at the time he seems to want to play with his poop, as an alternative right there on the spot, wasn't really the thrust of earlier suggestions imo -- I think the point was to relax the overall scheduling and managing of the day and be more spontaneous, less structured overall, with all activities being much more DS-directed and more time spent at home just poking around, following his fancy, and far less time at classes.
WRT the flashcards, are they the Makaton cards, and was this recommended by the speech therapist? I ask because the only children I know who have done this in a structured way have Down's Syndrome (nephew) and autism (neighbour) and needed an alternative to speech. I know a good few families who used signing as an aid for communication while their children were still non-verbal and it worked out very well as a way to deal with that time period where the DCs got frustrated by their inability to express their needs. Has the therapist recommended that the two of you sit down and read little board books together, with the DS able to turn pages back and forth, point at pictures, go at his own pace and according to his interest -- an interactive and maybe more self-directed activity in other words, instead of a teacher-student dynamic? Reading picture books together, especially if there's a text that rhymes or has a little rhythm, can help greatly with language learning and vocabulary development (not to mention the later acquisition of reading).