RE is very important for pupils' understanding of the rich diversity of faiths and communities in the UK and their part in shaping the values and traditions of this country. As a result, RE is rightly a statutory part of the basic curriculum, although the syllabus is not set by government.
Academies are free to set their own curriculum, under the terms of their funding agreements; while local authorities set the curriculum for their schools through their Standing Advisory Council on Religious Education. Syllabuses must reflect that the religious traditions in Great Britain are, in the main, Christian while taking account of the teaching and practices of the other principal religions represented in Great Britain, including non-religious viewpoints.
There is nothing to stop Standing Advisory Councils on Religious Education taking into account non-religious beliefs, such as humanism and secularism, if appropriate, though RE by its very nature focusses on religions. It is of course entirely right that children learn non-religious and secular views and philosophies on moral and ethical positions, in addition to religious beliefs. The curriculum by law must promote the spiritual, moral, social, and cultural development of pupils and so as well as being catered for as part of the RE syllabus, these issues are also addressed in settings such group tutorials and citizenship and PSHE lessons.
The new GCSE content requires students to have an understanding of the beliefs, teachings and practises of two religions but still allows them to spend up to 50 per cent of the course studying philosophy and ethics; which can include studying other non-religious beliefs such as humanism.