There isn't one prescribed way of teaching set out in the guidance, although there are certain expectations. It refers to good quality online resources or good quality printed resources for those unable to access technology. Unfortunately the guidance covers all remote education from ages 5-18 and does not clarify much about the differences between ages. What it does say is:
recognise that younger pupils and some pupils with SEND may not be able to access remote education without adult support and so schools should work with families to deliver a broad and ambitious curriculum -
Obviously this is deliberately vague. Most primary schools will by now have surveyed their families for their preferred options for remote learning and found out what access families have for online learning, so different schools will have different plans based on families responses to this. For example, I teach in a deprived area and 25% of our families said they couldn't access online learning. This makes an option such as Zoom lessons impossible for our school, whereby they might work well for a school where the majority of families have good online access and technology can be provided for the minority that don't.
As a KS1 teacher, I say for this age range it is very difficult to provide anything that doesn't require at least some adult input. Even live lessons will require some adult supervision. A friend's reception child had a full timetable of live lessons but his Granny had to sit with him all day for him to be able to access them.
In my school, during isolation periods last term, we found shortish video lessons to be the most workable, especially for things like phonics. We can share them via YouTube links so they can be accessed on any device and if they aren't too long they don't use up too much data if parents don't have access to WiFi. I would set an activity as far as possible that could be shown on the screen and then the video paused while the children completed it. I tried not to send things that required printing, although some parents chose to print things.
We also have an online learning platform with some online activities - a lot of Upper KS2 children who were more likely to have their own devices accessed this. A large number of parents in my school just want packs of paper-based work though, as they find it easier to sit their children down with that and work through it. The difficulty with this is that it's very challenging to set new learning this way as it always requires explanation that the parents don't always have either the time or the capability to do.
I think there is a big difference between primary and secondary. DH is a secondary school teacher. Most pupils seemed to have better access to technology at that age and the school had a larger pool of resources that could be loaned out if not. In my school, we have just 15 laptops for the whole school, which are used for teaching computing for all pupils. He found it relatively easy after a bit of practice to do live lessons across Teams and the vast majority of students accessed them.
Anyway, that was a bit of a long-winded way of saying that primary provision will vary by school and probably by age group and will likely be based on what schools have found out by surveying parents and finding out what the majority can access.
Schools are required to publish information about their remote learning provision on their websites by 25th January.