I'd manage to totally forget the abolition of maths coursework, but I feel no remorse whatsoever at its passing; it was a monumentally hideous and stressful task to corral children into getting it done in even the most cack-handed fashion, and the possibility of plagiarism made the whole thing pretty pointless (this is accentuated by how much I hated maths coursework as a child, though since I most definitely fall into the "cram at last minute" crowd, I guess that just makes me a stereotypical male). If you're going to make teachers (and those pupils who actually do give a damn about their progress) go blind with stress for a couple of fortnights a year, you should at least be sure you're getting something out of it.
The most interesting thing here (for me at least) is the suggestion that boys and girls should be assessed differently (for the sake of argument, we'll have to ignore the plagiarism aspect for now, since "should girls be examined in a way that makes it easier to cheat?" might throw off the debate otherwise). Off the top of my head, it would take some time to adjust to the new system, causing a dip in marks for a while, and I don't think it would do much for relieving teacher stress. There may be some philosophical/ethical issue to this as well, though I haven't yet come up with anything specific. I think the biggest problem, though, would be entirely practical. Coursework can only cover so many topics (one fortnight of geometry and another on data analysis, in the case of my teaching experience), so absent far more tasks, girls would still be required to sit a final test, simply with a lower weighting attached to it. The immediate question then becomes: what are all the lads doing during those four weeks? Are they doing the same task but for no credit? Are we doubling the number of maths teachers (or, more sneakily, swapping kids around to double the ability range of each class, which would bring its own problems)?
Or is the plan to modularise this stuff? Can a pupil choose the weight of their own exams, given the results of the coursework (again, assuming we could eliminate the cheating issue)? Since we already have modular courses in place, in which one can resit indefinitely until you run out of money or will (or have to get a job), I'm not sure it would be too much of a stretch. This would help avoid having to run parallel classes (though the temptation for students to blow off coursework because "they'll do it on the night" could well be pretty strong), and allow children to choose an assessment method that suited them personally, rather than attempting to make gender-specific changes across the board.
It's an interesting idea, at least.
While we're on the subject of interesting, I note that English results have had a wobble. I await the upcoming flood of people confidently stating that this is obvious proof that English exams are getting harder. I mean, that's the only possible conclusion, right?