The Swedish syllabus for primary school, from preschool class to year 3 (F–3), states that ‘Teaching in religion should aim at helping the pupils to develop knowledge of religions and other outlooks on life in their own society and in other parts of the world’ (Skolverket, Läroplan för grundskolan, förskoleklassen och fritidshemmet, Lgr22 [Curriculum for the compulsory school, preschool class and the leisure-time centre], 2022, p. 188). The headings in the syllabus – Living together, Living in the neighbourhood, Living in the world and Exploring reality – indicate that the learning should start with the close and familiar, but it is also be about what we experience as foreign and unknown. In many Swedish classrooms in the lower grades, the calendar/almanac is a natural starting point for the school day. Using the almanac the teacher draws the pupils’ attention to the day of the week and date. The following chapter, taking an intercultural pedagogical and lifeworld-oriented approach, will reason about whether a multicultural almanac as a pedagogical tool can contribute to the pupils seeing themselves as a part of a larger whole. The chapter concludes with some pedagogical implications for an enriching Religious Education (RE) based on the multicultural almanac as a pedagogical tool. The almanac serves as a contribution to creating a sustainable classroom community in diversity and for Education for Sustainable Development (ESD).