This paper has been developed from a practical oral presentation given by the author as a bursary winner at the second annual DART-P Conference which took place at the University of Cardiff in June 2019. Objectives: The aim of this paper is to share practical strategies for teaching techniques, that are common to the school classroom, adapted to the context of university education. Specifically, this paper will examine how lecture-based teaching can be differentiated for university students at different stages in their learning journeys in the same lecture hall. Background: There is a truism in educational circles that the older the individuals who teachers hope to educate, the less the availability of evidence-based pedagogical research to guide their teaching practice. It is widely accepted that despite the similarity in age between university students in the same cohort there are often stark differences in learner profiles. However, there is precious little training or research to inform university lecturers on how to differentiate their teaching to suit the level of a wide range of students. Methods: Four strategies for scaffolding and differentiation, originating from school-based pedagogy but adapted for the lecture theatre environment, will be presented with examples and modelling. Each strategy will be linked to the Structure of Observed Learning Outcome (Biggs & Collins, 1982) model. Conclusions: This paper will provide practical strategies for university lecturers and educators to test in their own practice to assist in ensuring that no student is left behind in their teaching.