In order to understand how geography content themes and competencies based on the OECD Learning Framework 2030 are reflected in the South African high school geography curriculum，this study adopted the method of qualitative text analysis to develop a curriculum map of South African high school geography，analyzing three dimensions：the overall alignment of the South African high school geography curriculum standards with the OECD goals，the level of embodiment of the competencies by content themes，and the development of each competency literacy. The study found that the South African geography curriculum focuses on practical skills and human rights equality；it meets the needs of society and advocates critical learning. However，in the South African geography curriculum，the concept of human-land harmony needs to be deepened and the ethics of geography is not reflected enough；interdisciplinary skills need to be improved and adaptability to unknown challenges needs to be enhanced. In response to the defects of the South African high school geography curriculum，this paper proposes to strengthen the concept of human-land harmony and give full play to the nurturing value of the geography curriculum；to promote the development of students’transformative competencies，pointing to a better future of African；to impart “powerful knowledge” and focus on interdisciplinary thematic learning；to enrich the geography teaching mode and to develop outdoor education practice courses.