The Task-Oriented Portfolio Assessment (TOPA) model, and associated software support tools, have been demonstrated to be effective in engaging and supporting student success in software engineering education. TOPA utilises frequent formative feedback, delayed summative grading, and standards-aligned outcomes-based assessment. This model engages students and staff in dialogue throughout the teaching period through a cyclic feedback process designed to enhance student learning. Recently proposed changes of introducing “\textit{Focus}” in the model aims to enhance the formative feedback processes and student learning outcomes by introducing a new mechanism to help direct student attention and guide tutor feedback. In this paper, we progress this initiative through several staff focus groups. The focus groups discussed the proposed changes, with staff invited to help co-create enhancements to the model. Results indicate that staff believe the changes will benefit their teaching and highlighted several opportunities for this initiative to encourage students to have a more holistic view of their studies. The main challenges reported included staff workload and complexity for students, which will need to be addressed through careful attention to the user experience in the design of the proposed changes.