This article examines ‘futures literacy’ as a pedagogical framework and thus contributes to the conversation about the epistemology of futures literacy, the possibility of envisioning approaches for the future, and a unified approach to literacy, based on the assumption that education is transformative and entails critical-thinking. Specifically, we explore and discuss what futures literacy means in a pedagogical context in general and in early school years education in particular. We reflect on what futures literacy may include based on the Four Resources model of literacy, and we elaborate on the epistemology of futures literacy. In our conclusions, we advocate a pedagogical approach that is active- and sensory-based. We claim that multimodal literacy approaches hold potential for democratic opportunities and alternative discourses which integrate students’ corporeal actions, sensation, and play whilst recognising diverse expressions.