| 1 | The Canon (Taylor's Version): Nostalgia, memory, and feminist lyricism in the English classroom | Tate Williams | 2A |
| 2 | Heroes and Doomed Youth: Wilfred Owen, the Soldier Poets, and poetry of the WWI British Home Front | Jessica Gildersleeve Richard Gehrmann | 1A, 2B |
| 3 | A unified theory of genre: Breaking down the silos between narrative and argumentative writing | Andrew Duval | 2K |
| 4 | Putting the analysis in analytical writing | Jarred Adams | 1B, 3C |
| 5 | Let Them Speak - Marginalised voices, stories of survival and teaching difficult texts | Patrice Honnef | 2C, 3D |
| 6 | Bot-Building Bootcamp: Creating AI assistants for the English classroom | Kate Collins | 1C, 3G |
| 7 | Unlocking the treasure within | Kathleen Hannant | 1D, 3A |
| 8 | Words, words, words: Reimagining Hamlet's soliloquies in student writing | Whitney McCarthy-Cole | 2D, 3B |
| 9 | Engaged creative writing with interactive media | Dominic Crisci | 1E, 3F |
| 10 | “Love Over Eras”: Bridging Shakespeare and Taylor Swift to engage modern audiences | Kristy Dall | 1F, 2F |
| 11 | Beyond the essay: Innovative multimodal assessments that get students creating (and caring) | Jalen Tamariki | 1G, 2G |
| 12 | Romeo, Juliet, Taylor Swift and the Chicken Jockey: Shakespeare for the TikTok generation | Emma Gardner | 2H, 3E |
| 13 | Routine gold: Habits that drive analytical success in Literature | Meghan Parry | 1H, 3H |
| 14 | Best practices for Holocaust education in today’s classroom | Laure Coleman | 1I, 3I |
| 15 | English extension master class: Luce Irigaray’s Mimesis | Christopher Boerdam and Sarah Pope | 1J, 3J |
| 16 | The English for EAL learners success story - Enhancing English proficiency for EAL learners through innovative curriculum design | Megan Huber | 1K, 2I |
| 17 | The last bastion of democracy? The role of English curriculum in developing critical and creative citizens | Stew Riddle | 2E |
| 18 | Ready or not? Facilitating flow for gifted creative writers in Queensland secondary schools | Wendy Anderson | 1V, 3K |
| 19 | Grammatical treasures in “Twelfth Night” | Garry Collins | 1M, 3L |
| 20 | Fabulous feedback: Moving beyond the 'bleeding on the page'. | June Balfour | 2J, 3M |
| 21 | Contrast: The most useful tool in narrative writing | Andrew Duval | 1T |
| 22 | Balancing portfolios and the everyday: practical English teaching strategies to support early career teachers | Jasmine Knox | 1N, 3N |
| 23 | The Trauma-Aware English classroom: Supporting our students and ourselves | Katie Charlton | 2L, 3O |
| 24 | No reader left behind | Carla Salmon Naomi Russell | 2M, 3P |
| 25 | Real life is the richest storybook | Tara Towns | 2N, 3Q |
| 26 | Zac: ‘I can't stand reality. If I could put up with reality I wouldn't be in here.’ (Cosi) | Deb Owens, Shannon du Plessis | 1O, 3R |
| 27 | How good is your AI colleague at creative writing? | Tim Kelly | 1U, 3S |
| 28 | QLearn in the mainstream classroom | Bec Wood | 1P, 2P |
| 29 | Rewriting the narrative: Creating Neuro-Affirming English classrooms | Chelsea Johnson | 2Q, 3T |
| 30 | Love and grief: Big feelings in the English classroom | Alice Elwell and Jessica Kraak | 2R |
| 31 | Decolonising curriculum and creating authentic and culturally responsive classrooms | Tate Williams | 1Q |
| 32 | | Erin Hauville | 1R,3U |
| 33 | Prompt and circumstance: AI in English without the overwhelm | Thomas Moore & Kelly Allwood | 2S,3V |
| 34 | Supporting the 1 in 14 students with Developmental Language Disorder | Dr Shaun Ziegenfusz | 1S,2T |
| 35 | Avoiding the treasure trope in teaching Shakespeare and other strategies ... | Aidan Coleman | 1L, 2O |
| 36 | How can QPAC enrich the world of English students? | Katrina Torenbeek and Adrianne Jones | 2U |
