This study compares the religious education (RE) curriculum policy in England and Indonesia focusing on state schools. It explores political, socio-cultural and religious principles informing the curricula, and investigates topical issues within the particular type of RE being promoted. The learning and teaching strategies employed to engage students with the curriculum are also discussed. We assert that multicultural and critical approaches need to be employed in educating pupils, in order to raise awareness of their responsibility to work toward more harmonious and prosperous societies. In practice, the writing uses content analysis by investigating policy documents issued by various government agencies. It is demonstrated that both countries politically support RE as a subject projected to build up social cohesion. In terms of religious principles, RE in England includes multiple religions and even non-religions such as Humanism in the curriculum, while RE in Indonesia has a mono-religious focus. RE in Indonesia only teaches pupils about their own faith and religious identity, whereas RE in England offers information about various religious and non-religious philosophies or life-orientations. In brief, RE in England employs religious and non-religious exploration to build a broad knowledge of many religions, while RE in Indonesia tends to endorse religious judgment and commitment. This suggests that Indonesia and England have divergent views regarding the multi-cultural understand that is constructed by the two curricula. The multicultural and critical approaches discussed in the study are offered as tools to develop strategies to improve RE curricula so as to produce students with greater religious and cultural competence