This study aims to longitudinally analyze the distribution characteristics and developmental pathways of “Values and Attitudes” embedded in the achievement standards of the 2022 Revised Common Science Curriculum (Grades 3-9). An analytical framework with nine subelements was developed based on curriculum documents to analyze all 189 achievement standards. The results confirmed that the 2022 Revised Curriculum establishes a two-track strategy considering students’ cognitive development and the nature of the subject. First, in the four core domains (Matter, Motion and Energy, Life, Earth and Space), a distinct qualitative shift was observed as school levels increased from a focus on “Sensitivity” (lower elementary) to “Aesthetic Value” (middle school). This signifies a deepening educational goal toward fostering a scientific worldview, moving from affective interest to an understanding of the logical beauty of laws and principles. Second, the “Science and Society” domain demonstrated a unique developmental pathway for citizenship, expanding from “Contribution to a Sustainable Society (Practice)” in elementary school to “Enjoyment of Science Culture (Communication)” and “Usefulness (Career)” in middle school. This study empirically validates the systematic affective design of the common curriculum and suggests the necessity of dualized teaching and learning designs reflecting the characteristics of school levels and domains.