Modern Digital Forensics is inherently multidisciplinary, requiring both technical expertise and an understanding of legal, regulatory, and ethical contexts. Employers now expect graduates to demonstrate not only proficiency with forensic tools but also strong professional skills, including critical thinking, teamwork, and effective communication across diverse environments such as criminal justice systems and private industries. A common challenge in undergraduate Digital Forensics education is the imbalance between technical training and professional skill development. Technical fundamentals are often prioritised early, while professional attributes are introduced later. This paper addresses this gap by implementing a scaffolded teaching and learning approach that integrates professional development from the start of the Level 4 Computer Crime and Digital Evidence module. Students engage early with cybercrime fundamentals, relevant legislation, and ethical frameworks, fostering awareness of professional responsibilities alongside technical skills. The assessment strategy aligns with this approach, requiring teams to prepare and deliver a stakeholder-focused security brief. This task develops critical skills in collaboration, structured communication, and strategic thinking. Drawing on staff and student feedback, the paper evaluates this approach and emphasises the importance of embedding professional development early in the digital forensics curriculum to produce well-rounded graduates.