@fascinated, good question and in all honesty it is difficult to answer.
I wish, though, that they had at least tried to do something.
I know it is a difficult situation and I understand that this academic year is a write off, however, could they not have tried to do something with this "distance "learning" " (note the double quotes) instead of, as usual, ticking boxes?
My experience is limited to primary school (two DC) and, just to be brief, my takeaway is that the teachers could not do anything else, but provide some random assignment which usually is left unmarked and it doesn't even matter whether you hand it in or not (more and more often we don't bother).
I understand that not everybody has access to computers and such like, however the overriding fear is that the attainment gap will get wider. But, guess what, there is NO DOUBT that the attainment gap will get huge and there will be more and more children left behind. Is doing nothing an answer? I daresay it is most definitely not because "doing nothing" is not really doing nothing. Indeed you are doing something... i.e. you are trying to slow everyone down, but some will be slowed down less than others and that will reverberate in future.
For instance, they could have taken the few children who access Teams (bleah!, but that's another matter) and try to make them work on their weaknesses. You don't need new material, but if, say, you didn't understand fractions, let's work on that. If punctuation is not your forte, then try this worksheet, and so on.
Instead as the weeks go by, the material the school sends us is less and less focused on the curriculum (assuming such a thing exists at primary level) and instead we get this very big and overarching projects we all get bored about in next to no time. Hardly anyone is left active on teams compared to the beginning. If you look at the chat, the percentage of "noise" (all those "oh, that is so wonderful, Jimmy", and "my, Jenny, you really worked hard on that drawing!") made by the teachers is becoming more and more prevalent, compared to the beginning.
On top of that, I wait the the return to school with trepidation. If we are to do this "blended" model I do hope that they will ditch all the nonsense and concentrate on literacy and numeracy, but I fear that would contravene the CoE dogma and that would be unacceptable to that powers that be. End result: the attainment gap will become and unbridgeable chasm.
Lastly, I would have had the P1s, perhaps the P7 and some secondary school kids with exams coming up back to school.